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Common Academic Experiences No One Talks About: Repeated Rejection, Impostor Syndrome, and Burnout
Abstract
Academic life is full of learning, excitement, and discovery. However, academics also experience professional challenges at various points in their career, including repeated rejection, impostor syndrome, and burnout. These negative experiences are rarely talked about publicly, creating a sense of loneliness and isolation for people who presume they are the only ones affected by such setbacks. However, nearly everyone has these experiences at one time or another, and thus talking about them should be a normal part of academic life. The goal of this article is to explore and destigmatize the common experiences of rejection, impostor syndrome, and burnout by sharing a collection of short personal stories from scholars at various stages of their career with various types of academic positions. Josh Ackerman, Kate Sweeny, and Ludwin Molina discuss how they have dealt with repeated rejection. Linda Tropp, Nick Rule, and Brooke Vick share experiences with impostor syndrome. Finally, Bertram Gawronski, Lisa Jaremka, Molly Metz, and Will Ryan discuss how they have experienced burnout.
... Although academic life offers abundant opportunities for learning, exploration, and personal growth, various studies have raised concerns about the well-being of academics, highlighting common issues such as workaholism, poor work-life balance, stress, and burnout (Caesens et al., 2014;Fleming, 2021;Jaremka et al., 2020;Levecque et al., 2017;Taris et al., 2001). Recently, the COVID19 crisis has impacted and, in some cases, worsened such vulnerabilities (Mitchell, 2020). ...
... Academic well-being is closely linked to the myriad challenges faced by scholars, as elucidated by Kalfa et al. (2018) and Lucas (2006), who critically referred to these challenges as 'games' that are played to acquire reputation and resources, produce publications, and/or resist managerialist imperatives. Editors and reviewers are often perceived as the 'gatekeepers' of academia and attract praise and sometimes harsh criticism from colleagues for their substantial influence over authors' success in terms of publications and self-esteem (Forsberg et al., 2022;Gonzalez et al., 2022;Hames, 2012;Jaremka et al., 2020;Peterson, 2020). Overall, many academics appear to simultaneously derive satisfaction and frustration from their professional lives. ...
... Based on this perspective, some scholars have explored humour in relation to workplace dynamics, including hierarchical relationships (Plester & Kim, 2021) and burnout (Torgheh & Alipour, 2015). This approach is particularly pertinent to the pervasive challenges regarding wellbeing that scholars experience in academia (Caesens et al., 2014;Jaremka et al., 2020;Taris et al., 2001), including tourism academia (Ayikoru et al., 2009;Lee et al., 2024;Lee & Benjamin, 2023;Mura & Wijesinghe, 2022). ...
... Many of the same areas of focus we place on learners can be a framework for exploring issues impacting researchers focusing on equity and researchers from historically marginalized groups. Impostor phenomenon among researchers, for instance, is closely tied with self-efficacy and confidence, which can be influenced by repeated rejection and burnout (Chakraverty, 2019;Jaremka et al., 2020). Repeated rejection is a norm in the field of academia, but for already-isolated or marginalized researchers, it may have a stronger impact-particularly when rejection occurs due to bias from reviewers. ...
... • (Burkhardt & Schoenfeld, 2003;Hubbard Cheuoua, 2021;Margulieux et al., 2019;Vakil, 2018) • Gaining sufficient content knowledge to conduct research • Impostor Phenomenon (Chakraverty, 2019;Jaremka et al., 2020) • Interest in attending future CEd research conferences • Interest in contributing to the body of knowledge (e.g., publication, presentations) • Interest in professional development (e.g., completing PhD/grad programs, attending PD) • Methods for linking research to practice and vice versa (Ihantola et al., 2015) • Professional Burnout (Jaremka et al., 2020) • Pursuing professional development • Self-efficacy and confidence • Sense of belonging • Sense of support • Stress and strain of research (McGee et al., 2019) The importance of a broad spectrum of education researchers from different walks of life cannot be overstated. As researchers, we bring our own perspectives and experiences into our work. ...
... • (Burkhardt & Schoenfeld, 2003;Hubbard Cheuoua, 2021;Margulieux et al., 2019;Vakil, 2018) • Gaining sufficient content knowledge to conduct research • Impostor Phenomenon (Chakraverty, 2019;Jaremka et al., 2020) • Interest in attending future CEd research conferences • Interest in contributing to the body of knowledge (e.g., publication, presentations) • Interest in professional development (e.g., completing PhD/grad programs, attending PD) • Methods for linking research to practice and vice versa (Ihantola et al., 2015) • Professional Burnout (Jaremka et al., 2020) • Pursuing professional development • Self-efficacy and confidence • Sense of belonging • Sense of support • Stress and strain of research (McGee et al., 2019) The importance of a broad spectrum of education researchers from different walks of life cannot be overstated. As researchers, we bring our own perspectives and experiences into our work. ...
For this study, we explored the question: When considering DEIB among the computing education research community, what barriers and challenges do different researchers face when con-ducting research?
We conducted a systematic literature review, developed a survey from the literature, and analyzed the quantitative and qualitative data from CEd researchers (n=72). Our key findings were the following barriers to engaging in research:
• Lack of awareness and adoption of practices from other education researchfields, including general educational research theory,
• The tendency to exclude computing education as a recognized subdisciplinewithin CS departments,
• Regularly working more than an average 40-hour work week, and
• Half of the participants reported the COVID-19 pandemic.
... IP occurs when an individual has persistent feelings of professional fraudulence, believing that through luck they have fooled their colleagues into thinking they are more competent than they are (Clance & Imes, 1978). IP is especially prevalent in higher education due to the stressful academic environment that includes competitiveness, a lack of interdisciplinary work during doctoral training, scholarly isolation, and an emphasis on output over process (Hutchins & Rainbolt, 2017;Jaremka et al., 2020). The outcomes of IP on faculty performance can be dramatic, leading to lower ratings of job performance, less interactive teaching, anxiety and burnout, and struggling faculty may decrease interactions with others to reduce the likelihood of the discovery of their perceived fraudulence (Shreffler et al., 2020). ...
... The outcomes of IP on faculty performance can be dramatic, leading to lower ratings of job performance, less interactive teaching, anxiety and burnout, and struggling faculty may decrease interactions with others to reduce the likelihood of the discovery of their perceived fraudulence (Shreffler et al., 2020). Jaremka et al. (2020) suggest that feeling unprepared may also increase feelings of intimidation, insecurity, shame, and unworthiness that would all be detrimental for building the trust necessary to practice effective teamwork. Given these past findings, the objectives of this study were to: ...
... According to Harvey and Katz (1985) the core feelings of IP include the constant fear of exposure as a fraud and the inability to accept that one's success is due to ability or hard work. Faculty suffering from IP strive to appear capable, competent, and successful to gain respect from others (Jaremka et al., 2020). Impostors will often conceal their imperfection by not participating in situations where their perceived limitations will become visible to others (Shreffler et al., 2020). ...
Despite an abundance of research in the past 20 years on the importance of teamwork in higher education, little data exists on what factors predict faculty self-evaluations of teamwork competence. This is important for leadership educators because as research on the science of team science has increased there has been a proliferation of different training programs for faculty in academia to improve collaboration, with little regard for what variables predict self-perceived teamwork skill. This study used a cross-sectional survey design to collect faculty self-evaluations of teamwork competence from a national sample of agricultural faculty. Regression analysis was used to determine what factors, identified as potentially important from prior research, predicted positive self-evaluations of teamwork competence. Results showed that discipline self-efficacy, feelings of impostorism, team participation, the presence of prior training, and gender were all significant predictors. The implications of these findings and avenues for future research for teamwork in higher education are discussed.
... Además, hubo resistencia para recibir apoyo en salud mental por el miedo a la estigmatización (20,30,37). Pero también lo opuesto, a causa de la despersonalización generada por el agotamiento emocional no se buscó apoyo, ni se reconocieron los padecimientos, se tendió al aislamiento social y no se accedió a los servicios de salud mental (20,43,62,63). ...
... • Desequilibrio entre la ética individual y la utilitaria (35,44,(63)(64)(65). ...
... • Encuentros difíciles con los pacientes por las actitudes psicosociales y el autocuidado; conflicto entre las creencias del paciente y conocimiento del profesional (63)(64)(65). ...
Metodología/ enfoque:
se hizo una revisión bibliométrica en la que se identificaron, de manera sistemática, artículos de revisión, estudios transversales, metaanálisis y estudios cualitativos de todo el mundo. Una vez aplicados los filtros de selección, se analizaron los resultados con el método deliberativo de Diego Gracia.
Resultados:
se identificaron cuatro subtemas principales, incidencia del burnout durante la pandemia de la Covid-19, estresores éticos que favorecen al síndrome de burnout, consecuencias de este síndrome y estrategias para prevenirlo y combatirlo. Cada subtema se describe desde los ámbitos individuales, institucionales y sociales.
Discusión/conclusiones:
se argumenta con la teoría de Diego Gracia y se presenta una jerarquización de principios éticos implicados en el burnout, existen factores que favorecen la aparición de esta enfermedad profesional con un profundo calado bioético, en el que subyacen problemas de reconocimiento moral y económico, equidad, seguridad laboral, deber de cuidar, buena práctica médica y el bienestar del paciente, la familia y la sociedad en general. De igual, forma, las consecuencias del síndrome tienen repercusiones en los ámbitos sociales, institucionales e individuales, por lo que las intervenciones para su prevención y atención deben de igual forma tener un enfoque pluralista y diverso desde lo macro, meso y micro. En este sentido, es necesario fortalecer las estrategias de investigación y educación, para comprender, explicar y abordar el fenómeno de una forma integral.
... 2 JOHN, WACHSMUTH, AND THIEL accepted among high-performing musicians . Within academia, the often valorized culture of overwork with its extremely long working hours and related negative health consequences such as burnout, depression, and anxiety (Griffin, 2022;Jaremka et al., 2020) also bears resemblance to the culture of risk. Like careers within sports and music, academic careers are highly uncertain, with many European academics being increasingly employed on temporary contracts (Waaijer et al., 2017). ...
... … No matter if I'm sick or not."), or mathematician. Thereby, high-performers adhered to the norms of the respective high-performance culture (Gembris, 2012;Jaremka et al., 2020;Pereira Vargas et al., 2021), which were often also perpetuated by other significant stakeholders such as coaches or superiors. This can also be seen in the following quote by Ryan (mathematician): ...
Elite athletes are often depicted as models of excellent work ethic and health. Yet, being embedded within a culture that normalizes pain and injuries, long-term health is often sacrificed for success (Nixon, 1993). Similar observations have also been noted regarding the sociocultural norms of other high-performance domains, such as music and academia. Thus, the present study aimed to explore the experiences and meaning-making of health in relation to performance throughout the careers of high-performers in sports, music, and mathematics. Based on an interpretative framework, we interviewed 10 participants from each of the three high-performance contexts. We employed a reflexive thematic analysis to explore how participants negotiated the relation between health and performance throughout their career pathways. As a result, we generated six themes, each of which captures a different articulation of the health–performance relationship: (a) illusion of invulnerability, (b) health and performance as an antithesis, (c) the psychic benefits of performing outweigh its costs, (d) health as a prerequisite for performance, (e) there is more to me and life, and (f) it is difficult to care for one’s health. The findings illustrate the tensions and paradoxes high-performing athletes, musicians, and mathematicians experienced with regard to their health and highlight a deeply internalized performance narrative among individuals of different performance domains. Such personal beliefs, promoted within a culture of risk, made it difficult for high-performers to take care of themselves and to pursue health in a more holistic sense.
... [4] The concept of a failure resume was popularized by Dr. Melanie I. Stefan, a professor of Physiology at Medical School Berlin, who believes, "keeping a visible record of your rejected applications can help others to deal with setbacks" and her failure resume has led to other scientists sharing their own. [5,6] During the panel, I described how I failed my driver's education test in high school (both written and driving portions!), my challenges in transitioning from computational work to bench work in graduate school without knowing how to pipette, and many other failures in between. ...
... Taking a break allows you to approach an issue with a fresh mind and avoid feeling burnout. [6] This can allow your failures to plant the seeds for future success. ...
Failure is a common experience amongst people, yet it can feel isolating. One graduate student reflects upon her own failures, how she shared them with others, and ponders if she would reverse her failures if given the opportunity. image
... Openly Discussing Uncertainty and Common Difficulties Many students struggle with burnout, a fear of failure, perfectionism, and lack of confidence, but they often have a sense that they are the only person who feels that way (Jaremka et al., 2020). However, one recent systematic review concluded that prior reports revealed up to 82% of people face feelings of impostor phenomenon (Bravata et al., 2020), which involves failure to internalize one's accomplishments, persistent self-doubt, and fear of being outed as a fraud or imposter. ...
... Across many studies, the prevalence of imposter phenomenon was particularly high in ethnic minority groups (Bravata et al., 2020). Discussing common difficulties and negative feelings openly destigmatizes them, which improves help-seeking behaviors and ultimately could aid in overcoming them (Jaremka et al., 2020). In line with this thinking, our labs recently explored these themes by engaging in a book club discussion of Brené Brown's The Gifts of Imperfection. ...
Abstract: High-quality mentoring relationships are particularly critical sources of support during times of crisis and uncertainty. Adaptive undergraduate research mentoring within a constellation model recognizes that mentees need distinctive types of support over time, and from different mentors in their constellation, including near-peers, faculty, and staff, among others.
Keywords: mentoring, undergraduate research, mentoring constellation, adaptive mentoring, relational mentoring
... This implies that scholars may be high-achieving academics but, in their selfperception, they do not feel as intelligent as they are. Bothello and Roulet (2019) have established that these feelings of inferiority are more intense among female than male academics (see also Jaremka et al. 2020). This has consequences not only for women's academic careers but also for their publication preferences. ...
When we open a random political science journal, we have a roughly two-to-one chance that the article is written by a man. Beyond this general finding, we know little about the gender gaps within political science knowledge production: Are women more represented in lower- or higher-ranked journals? Do they publish more single-authored or multiauthored papers? Do they publish more content in some fields than in others? This article answers these questions by analyzing an original dataset based on the International Political Science Abstracts (a peer-reviewed academic journal) from 2022 consisting of more than 7,000 articles and more than 13,000 authors in political science from around the world. We find no difference in the percentage of female authors between higher- and lower-ranked journals. We find a slightly higher propensity among women to publish in teams. Regarding subfields of study, women are particularly underrepresented in political theory, in which they publish only 21.6% of all published articles—which is an approximate 12-percentage-point deviation from the overall average.
... The motif typology and classification of woodcarving window motifs in traditional Huizhou architecture are deeply influenced by the rich cultural, religious, and social contexts of the region (Jaremka et al., 2020). The diversity and complexity of these motifs reflect the integration of various cultural elements, including Confucian, Daoist, and Buddhist symbols, as well as local customs and beliefs. ...
This study explores the cultural significance, aesthetic principles, and symbolic meanings of woodcarving window motifs in traditional Huizhou architecture, a distinctive architectural style prominent during the Ming and Qing dynasties in China. Through an interdisciplinary approach integrating cultural heritage theory, visual culture studies, semiotics, and material culture analysis, this research examines how these motifs function as carriers of cultural identity and social values within the Huizhou region. The study employs a rigorous visual analysis methodology to document and interpret the formal characteristics, iconographic elements, and contextual significance of these motifs, situating them within the broader historical and social context of Huizhou society. The findings reveal that these woodcarving motifs are not merely decorative, but are deeply embedded with layers of symbolic meaning that reflect the cultural, philosophical, and social ideals of the time. The study also highlights the role of these motifs in reinforcing social hierarchies and cultural narratives, as well as their contribution to the aesthetic and functional coherence of Huizhou architecture. By providing a comprehensive analysis of these motifs, this research contributes to a deeper understanding of Huizhou's architectural heritage and underscores the importance of preserving these cultural artifacts as part of China's intangible cultural heritage.
... To point out, many students have indicated that they rely on social media feeds such as X (formerly Twitter) to announce which articles may be of interest to the user (Ke et al., 2017;Lulic & Kovic, 2013). It stands to reason that these issues may lead to discouragement that field expertise is no longer within reach coupled with anxiety or imposter syndrome (Jaremka et al., 2020) from a pervasive sense of insufficient scholarship. ...
Research in affective science includes over one hundred thousand articles, the vast majority of which have been published in only the past two decades. The size and rapid growth of this field have led to unique challenges for the twenty-first-century scientist including how to develop both breadth and depth of scholarship, curb siloing and promote integrative and interdisciplinary framework, and represent and monitor the field in its entirety. Here, we help address these issues by compactly mapping out this enormous field using citation network analysis (CNA). We generated a citation matrix of over 100,000 publications and over 1 million citations since the seminal works on emotion by Charles Darwin (1872) and William James (1884). Using graph theory metric and content analysis of titles and abstracts, we identified and characterized the contents of 69 research communities, their most influential articles, and their interconnectedness with each other. We further identified potential “missed connections” between communities that share similar content but do not have strong citation-based connections. In doing so, we establish the first, low-dimensional representation, or field-wide map, of a substantial portion of the affective sciences literature. This panoramic view of the field provides affective and non-affective scientists alike with the means to rapidly survey dozens of major research communities and topics in the field, guide scholarship development, and identify gaps and connections for developing an integrative science.
... A growing number of people who are gifted in research, teaching and serving society through science do not fit into the current academic system, especially those who are considered too unorthodox vis-à-vis its disciplinary, ontological and methodological tenets, and do not necessarily thrive in the context of its demanding, at time exploitative, culture [48][49][50][51][52][53][54][55][56][57][58]. At the same time, the school graduates of the world have no alternative but to enroll in universities because an academically validated title is deemed indispensable for the pursuit of most professional careers. ...
The current global academic system, rooted in a reductionist, materialist and westernized worldview, reflects the modern industrial era in which it took shape and is therefore ill-equipped to address the complex challenges of today’s polycrisis. This viewpoint offers a vision for a complementary system aimed at filling this gap, one grounded on an expanded notion of what science and higher education can be and how best they can serve the world. It is part of an independent research and book project on the broad topic of Reimagining Academia, developed in dialogue with pioneering and spiritually oriented scientific and professional networks. Moving from the recognition of the principal limits of today’s universities, the paper describes an alternative home for all those scholars, students, practitioners and social constituencies whose worldviews and knowledge systems are shifting towards more holistic approaches. Grounded on a new ontological framework and on a human-centered modus operandi, the proposed system would aim to revive scientific disciplines from the inside out, by means of new life-affirming assumptions and purposes. The paper concludes by outlining practical steps for the realization of this vision, proposing a global alliance of scientific, cultural, and social actors.
... At a time when an institutional ethics of care is as absent as the self-responsibilisation of academics is pronounced, where academic collegiality is never more so challenged and the struggle for personal survival in academia so acute, the compensations of GenAI seemingly enlarge. In appearing to enable academics to do more with less, GenAI may for instance not only help academics satisfy the output-insatiability of their managers but cushion the impact of the routine rejection of grant award or publication processes-where an increased volume of outputs makes for (though obviously does not guarantee) greater chance of success (Jaremka et al. 2020). GenAI tools may thus be sold as technologies of self-care (cf. ...
The disruptive potential of generative AI (GenAI) tools to academic labour is potentially vast. Yet as we argue herein, such tools also represent a continuation of the inequities inherent to academia’s prestige economy and the intensified hierarchy and labour precarisation endemic to universities as prestige institutions. In a recent survey of n = 284 UK-based academics, reasons were put forward for avoiding GenAI tools. These responses surface concerns about automative technologies corrupting academic identity and inauthenticating scholarly practice; concerns that are salient to all who participate within and benefit from the work of scholarly communities. In discussion of these survey results, we explore ambivalence about whether GenAI tools expedite the acquisition or depletion of prestige demanded of academics, especially where GenAI tools are adopted to increase scholarly productivity. We also appraise whether, far from helping academics cope with a work climate of hyper-intensifcation, GenAI tools ultimately exacerbate their vulnerability, status-based peripheralisation, and self-estrangement.
... We chose the more homogenous sample to be comprised of academia employees as evidence amounts of unique occupational stressors for this specific group (McCarthy et al. 2016). Several studies show that academics find their work demanding and have high levels of work-related stress, experiencing unique professional challenges such as repeated rejection and impostor syndrome (Heiden et al., 2021;Jaremka et al., 2020). Considering the specific demands this professional group is handling, we believe it is fruitful to test if there is a difference between the two samples in their responses to this instrument. ...
Finding a balance between work-invested effort and recovery moments represents one of the key paths to preserving employee health and well-being. The present research aims to facilitate this line of study in the East European context by adapting the Recovery Experience Questionnaire (REQ; Sonnentag & Fritz, 2007) to the Romanian culture. Based on two cross-sectional designs, the REQ was administered online to Romanian employees from various occupations (N = 264, Study 1), and to a sample of Romanian higher education professionals (N = 176, Study 2). Confirmatory factor analyses were conducted, which supported the first-order four-factor structure and the two-factor second-order model of REQ. Nomological validity received support through the expected correlations between the recovery experiences factors and antecedent job demands (i.e., work pressure, role conflict) and an antecedent resource (i.e., autonomy). Criterion validity was sustained by the concurrent relationships with consequences of recovery (i.e., work engagement, job performance, mental and physical health complaints). REQ demonstrated excellent reliability with internal consistencies marginal to or above .90. Moreover, the instrument was invariant across genders and study populations. Overall, the present research suggests that the Romanian version of the REQ is an adequate measure that can be used in this cultural context to assess recovery experiences.
... Dr. Kiecolt-Glaser's mentorship created the right conditions for me to capitalize on these opportunities in the subsequent steps of my career, and to propose and lead projects as an independent investigator. Finally, lessons from Dr. Kiecolt-Glaser also prepared me for encountering the challenges that inevitably arise in research careers [2,30]. For example, she instilled persistence and resilience in the face of unfunded proposals. ...
Psychoneuroimmunology (PNI) researchers can advance their careers and increase their scientific impact by prioritizing their writing skills. In addition to Dr. Kiecolt-Glaser's landmark research that inspired this special issue, her legacy is reflected in her prolific writing. Dr. Kiecolt-Glaser has the unique ability to convey her innovative research clearly and to diverse audiences. She also made writing mentorship a critical part of the training experience in her lab. In these ways, Dr. Kiecolt-Glaser's writing skills and mentorship have shaped both the PNI field and her trainees' careers. In this paper, I distill lessons learned about writing from Dr. Kiecolt-Glaser during my time as a graduate student in her Stress and Health Lab in the 2010s. I reflect on Dr. Kiecolt-Glaser's influence on her trainees' writing habits, summarize “writing pearls” inspired by her feedback/revisions, and provide observations on her writing mentorship habits. These tips are intended to help PNI trainees to clearly communicate their work and to help mentors reflect on ways they can prioritize and advance their trainees' writing skills. Finally, I reflect on how Dr. Kiecolt-Glaser's mentorship and scientific accomplishments had a tremendous impact on my own career development.
... In addition to preserving the ability of researchers to ask big questions, such contracts would potentially allow scholars to move more freely between universities, private industry, and government agencies. Furthermore, long-term contracts could alleviate some of the stress currently felt by pre-tenure faculty by encouraging levels of academic productivity that are sustainable longterm (Jaremka et al., 2020;Lashuel, 2020). ...
The evolution of modern academic practices, analogous to the evolution of biological systems, reflects the influence of both contingency and determinism. From a theoretical perspective, how then could academic practices differ from those that were inherited? Would any alternative outcomes be more just, equitable, diverse, or inclusive? Here we present 14 alternative academic practices that might be attained upon replaying the tape of academia and evaluate their benefits and drawbacks. Oriented primarily around the physical sciences within the United States, these alternative practices reconsider common activities within the broad categories of the graduate student experience, faculty careers, evaluation methods, peer review and publication, and conference norms. Consideration of these alternative practices can guide within‐system change and large‐scale restructuring of academia to address the myriad challenges facing researchers and students. Conversely, alternative practices may introduce new issues or exacerbate existing problems. These alternative practices are meant to be imaginative, not prescriptive, and we hope their underlying ideas spur reflection and conversation on the existing practices embedded within academic culture. Readers are encouraged to complete a brief survey regarding their impressions of the alternative practices, available at the following link: rebrand.ly/AlternativePractices2024.
... Nevertheless, Gravois (2007) concluded that the lifetime prevalence of IP is about 70 %. It has also been shown that high performers such as physicians (Thomas & Bigatti, 2020) and academic researchers (Jaremka et al., 2020) similar to our sample are particularly affected. ...
This study examines the impostor phenomenon (IP) in the context of job applications. To this end, 70 candidates were surveyed. Furthermore, their job applications were assessed and analyzed, employing the Linguistic Inquiry and Word Count (LIWC; an often-used program for dictionary-based, automatic quantitative text analysis). With a higher IP expression, a differentiated picture emerges with regard to the application profile: The linguistic profile tends toward a more cautious, more specific and also justifying language. However, for many of the assumed LIWC variables, no correlations were found. It is thought that this might be attributed to the high level of standardization of application documents. Furthermore, this research showed that, at least to some extent, candidates with a higher IP level put more effort into their application and at the same time considered their chances of success to be lower. Conclusions regarding the use of language as a marker of IP expression and implications for the “imposter applicant” are discussed.
... In particular, it was reported that a number of medical students experience IP which worsens during their fourth-year level (Villwock et al., 2016). Indeed, the academic experience is characterized by learning, enthusiasm, and discovery, but learners also face professional issues throughout their careers such as IP (Jaremka et al., 2020). ...
The development of the Impostor Phenomenon (IP) is suggested to stem from one’s family. With IP being consistently linked to the multidimensional trait of perfectionism, the current research looked into how Perceived Parental Perfectionism (PPP), measured through the domains of Parental Expectations (PEs) and Parental Criticism (PC) as deduced from Frost Multidimensional Perfectionism Scale (FMPS), predicts IP. It was hypothesized that both PEs and PC will positively predict IP. A total sample of 169 (141 females and 28 males) high-achieving Filipino undergraduate students participated in the present study. The results revealed that although PEs and PC have a significant relationship with IP, only PC has been found to be a predictor of IP. This indicates that high-achieving students are likely to doubt their academic success when their parents are overly critical of their achievements. On the other hand, the mere presence of high parental expectations, without accompanying criticism, does not correlate with the impostor phenomenon.
... The "impostor phenomenon or syndrome" was identified in 1978 [1] and continues to be studied [2,3] and a topic of many websites today (https:// asana. com/ resou rces/ impos torsyndr ome), even though it is not an official DSM diagnosis. ...
... First, the fact that authors vastly overestimated the probability their papers would be accepted suggests there is need for recalibration of expectations. Importantly, peer-review outcomes have been known to impact the graduate school experience of PhD students, with repeated rejections an oft-cited cause for worsening mental health [52]. We hope that the findings in this work will help in cultivating awareness among the student research community about their perceptions as a whole, and facilitate discussions between students and advisors about setting appropriate expectations from the peer-review process, thereby fostering a healthier relationship with their work. ...
How do author perceptions match up to the outcomes of the peer-review process and perceptions of others? In a top-tier computer science conference (NeurIPS 2021) with more than 23,000 submitting authors and 9,000 submitted papers, we surveyed the authors on three questions: (i) their predicted probability of acceptance for each of their papers, (ii) their perceived ranking of their own papers based on scientific contribution, and (iii) the change in their perception about their own papers after seeing the reviews. The salient results are: (1) Authors had roughly a three-fold overestimate of the acceptance probability of their papers: The median prediction was 70% for an approximately 25% acceptance rate. (2) Female authors exhibited a marginally higher (statistically significant) miscalibration than male authors; predictions of authors invited to serve as meta-reviewers or reviewers were similarly calibrated, but better than authors who were not invited to review. (3) Authors’ relative ranking of scientific contribution of two submissions they made generally agreed with their predicted acceptance probabilities (93% agreement), but there was a notable 7% responses where authors predicted a worse outcome for their better paper. (4) The author-provided rankings disagreed with the peer-review decisions about a third of the time; when co-authors ranked their jointly authored papers, co-authors disagreed at a similar rate—about a third of the time. (5) At least 30% of respondents of both accepted and rejected papers said that their perception of their own paper improved after the review process. The stakeholders in peer review should take these findings into account in setting their expectations from peer review.
... Research, even prior to the COVID-19 pandemic, tells us that there is a great amount of teacher burnout for special educators (Brunsting et al., 2014) and that this burnout is the cause of many teachers leaving the profession (Rasanen et al., 2022). Similarly, burnout is common among higher education faculty (Jaremka et al, 2020;Khan et al., 2019;Sabagh et al., 2018). ...
... By addressing imposter syndrome, anxiety, and other mental health challenges, counselors contribute to the development of resilient STEM professionals who view setbacks as opportunities for growth. This collaborative approach ensures that the human aspect of STEM education is prioritized alongside academic rigor (Jaremka et al., 2020;Johnson, 2022). ...
In the dynamic landscape of Science, Technology, Engineering, and Mathematics (STEM) education, the traditional emphasis on technical proficiency is evolving to recognize the multifaceted needs of learners. This research explores the integration of Human Resources (HR) practices, counseling services, and mentorship programs as a holistic and transformative approach to STEM education. The multidisciplinary model aims to address not only the academic rigor inherent in STEM disciplines but also the psychological, emotional, and professional development crucial for success. The paper emphasizes the challenges faced in integrating HR, counseling, and mentorship, including institutional silos, resource constraints, diversity barriers, resistance to change, measurement complexities, and scalability concerns. Recommendations are proposed to overcome these challenges, emphasizing collaborative interdisciplinary structures, strategic resource allocation, proactive diversity initiatives, effective communication, robust evaluation metrics, and phased scalability. In conclusion, the integration of HR, counseling, and mentorship in STEM education represents a paradigm shift toward a holistic, student-centered model. By dismantling traditional barriers and fostering a culture of collaboration, institutions can create an environment that nurtures the comprehensive development of STEM learners. This integrated approach not only equips individuals for success but also contributes to the evolution of a more dynamic, inclusive, and impactful STEM community poised to meet the challenges and opportunities of the future.
... Therefore, we will be holding more frequent, short 'check-ins' with the writing teams to provide support, quick feedback, and advice. We also acknowledge the importance of discussing failure and self-doubt to destigmatize these very common academic experiences [6]. Thus, we plan to hold more formal and informal discussions on these topics to improve support. ...
Research experience is often important for academic and career development. This paper describes the implementation and impact of a training program for temporary research assistants (RAs) at an academic medical center. The program includes a 9-month didactic lecture series covering research and professional development skills, a Quality Improvement project focused on improving research processes, and manuscript writing. Overall, the program goals of increasing confidence, self-efficacy, job satisfaction, and well-being, as well as providing an opportunity for career exploration, were met. Thus, this program has the potential to support temporary RAs and enhance their early research experiences.
... So often FGWOC+ students (and other systematically marginalized students) expend resources on unpacking the hidden curriculum, including trying to negotiate their physical campus structures and institutional bureaucracies. Early opportunities where these norms and mores are named and owned by the institution is one way to uncover the hidden curriculum and render it less powerful in perpetuating doubt and imposter phenomenon (Jaremka et al., 2020). ...
... In the context of one's department, collaboration on course design may be challenging because of the individualistic model in academia (Okun, 2023;Sugarman, 2014). Also, faculty members have been socialized to expect that when they open themselves up, they will expose themselves to rejection and negative criticism (Jaremka et al., 2020). However, with careful planning, collaboration on course design can achieve the exact opposite; approbation. ...
Transforming the psychology curriculum to incorporate equity, diversity, and inclusion (EDI) will necessitate department-wide and coordinated efforts; however, most EDI transformations emphasize changes to individual instructors and courses. Cultivating collaborative synergy to advance EDI transformations will foster and protect the relevance and trustworthiness of psychology and respond to the numerous calls for equity and justice. Collaborative synergy involves forming a community with a common goal, learning from one another, and sharing teaching-related resources. In this article, we present the EDI Collaborative Curricular Transformation in Psychology (EDI-CCTP) model and discuss the benefits of collaboration among psychology departments and programs on EDI transformations. We offer strategies for transitioning from individual to collaborative efforts, including: (a) individual preparation for collaboration, (b) establishing a community of practice, (c) EDI curriculum mapping, (d) course design and redesign, and (e) systematizing EDI through departmental values and practices. Through a department-wide coordinated approach using the EDI-CCTP model, departments and programs can expose students to EDI concepts and practices in psychology in a cohesive and scaffolded curriculum and strengthen equity and justice in our field.
... An insecurity regarding one's credibility may be interpreted as a specific case of ECR 'impostor syndrome'. While the concept of 'impostor syndrome' has been widely discussed in the literature in relation to scholars' right to make knowledge-claims (Jaremka et al. 2020), the survey data suggest a parallel phenomenon of impact-related impostor syndrome specific to ECRs. ...
It has been argued that due to the growing importance attributed to research impact and forms of its evaluation, an academic ‘culture of impact’ is emerging. It would include certain concepts, values, and skills related to the area of generating and documenting impact. We use thematic and discourse analysis to analyse open answers from 100 questionnaires on research impact submitted by ECRs working in the social sciences and humanities (SSH) in Europe. We explore ECR’s early-career stage positions relative to societal impact and the trade-offs necessary to assure an academic career. The results show how, as the first generation of scholars to be socialized towards value of academic research beyond academia, ECRs are confronted with policy signals that encourage a drive for impact, which are at the same time often in line with respondents’ personal values around impact beyond academia. However, ECRs face a number of competing signals about research value within the evaluation spaces necessary to navigate an academic career. Current evaluative structures often dismiss the achievement of societal impact favouring instead narrower definitions of research excellence. Career structures and organizational realities are often unfavourable to impact-related activity, which has implications for an ECRs’ ability to develop coherent professional positionings.
... University EFL teachers face difficulties in obtaining support and mentoring from other institutions. Therefore, to fill the gap on informal research mentoring, this study aims to unravel the proximal processes (Bronfenbrenner & Ceci, 1994) and negative experiences that are rarely shared publicly and create a sense of loneliness for people who presume they are the only ones affected by such setbacks (Jaremka et al., 2020). Meanwhile, it will generate implications for various stakeholders in higher education on strategies of nurturing academic mentoring and communities, including policymakers at national and institutional levels, teacher educators and teachers. ...
Research-practice nexus has been an ideal for higher education. However, research mentoring has been underexplored in both formal and informal formats. This study aimed to examine the effects of one-year-long informal research mentoring conducted by an experienced EFL teacher educator for three teaching-focused EFL teachers from three different universities. It found that the informal research mentoring generated three positive effects. It fueled the mentees’ research interest, raised their awareness of self-discipline and stress-coping strategies, and kindled their enthusiasm for constructing a collegial environment in their working contexts. Meanwhile, limitations also emerged associated with the mentees’ limited research engagement and productivity owing to personal and contextual factors as well as the problems with the informal mentoring relationships. Implications of the study are drawn to improve faculty research mentoring processes and outcomes.
... Rejection and failure are prominent and persistent features of academic work life [28]. For those pursuing a clinical academic career, accepting this as an inevitable consequence of the industry and using it for professional growth is a key finding from our study. ...
Background
Clinical academic allied health professionals can positively impact patient care, organisational performance, and local research culture. Despite a previous national drive to increase these roles, they remain low in number with no clear strategy for growth. Reported barriers to this growth cite organisational and economic factors with little recognition of the challenges posed to individuals. There is a lack of research to help allied health professionals understand the personal challenges of clinical academic training and practice. The aim of this study is to explore the character traits and behaviours of clinical academic allied health professionals to understand the individual attributes and strategies taken to pursue a career in this field.
Methods
A semi-structured interview study design was used to collect data from aspiring and established clinical academic allied health professionals. Participants were recruited voluntarily through social media advertisement (aspiring) and purposively through direct email invitation (established). Participants were asked about their experience of pursuing a clinical academic career. The interviews were conducted virtually using Zoom and were audio recorded. The data were transcribed verbatim prior to reflexive thematic analysis. Informed consent was gained prior to data collection and the study was approved by the university’s research ethics committee.
Results
Twenty participants from six allied health professions were interviewed. We developed five themes: risk and reward, don’t wait to be invited, shifting motivations, research is a team sport, and staying the course. Clinical academic allied health professionals demonstrated traits including inquisitiveness, intuition, motivation, and resilience. The source of their motivation was rooted in improving clinical services, conducting research, and personal achievement.
Conclusion
Clinical academic allied health professionals describe personal traits of high inquisitiveness, opportunism, motivation, and determination in pursuing their career ambitions. The tolerance of rejection, failure, and risk was considered important and viewed as an essential source for learning and professional development. Future research should concentrate on ways to reduce the over-reliance on individual strength of character to succeed in this field and explore programmes to increase the preparedness and support for clinical academics from these professions.
... The decision letter ranges from clear rejection to a revise-and-resubmit decision to (much less frequently on the first review) acceptance without revisions. As outlined by Day (2011), the high rate of rejection at most journals means that the experience of rejection is ubiquitous, but it is rarely discussed openly (e.g., see Jaremka et al., 2020). If a rejection is received, the author then decides their next step, which can include continuing to interact with this journal, moving on to another journal, or (perhaps too common) leaving the manuscript behind. ...
Peer review is a core component of scientific practice. Although peer review ideally improves research and promotes rigor, it also has consequences for what types of research are published and cited and who wants to (and is able to) advance in research-focused careers. Despite these consequences, few reviewers or editors receive training or oversight to ensure their feedback is helpful, professional, and culturally sensitive. Here, we critically examine the peer-review system in psychology and neuroscience at multiple levels, from ideas to institutions, interactions, and individuals. We highlight initiatives that aim to change the normative negativity of peer review and provide authors with constructive, actionable feedback that is sensitive to diverse identities, methods, topics, and environments. We conclude with a call to action for how individuals, groups, and organizations can improve the culture of peer review. We provide examples of how changes in the peer-review system can be made with an eye to diversity (increasing the range of identities and experiences constituting the field), equity (fair processes and outcomes across groups), and inclusion (experiences that promote belonging across groups). These changes can improve scientists’ experience of peer review, promote diverse perspectives and identities, and enhance the quality and impact of science.
... Further, in a study investigating professional identity development of graduate students, Liddell et al. (2014) found that outof-class experiences were more influential than in class experiences as it related to students' understanding of institutional politics, culture, professional networks, and professional expectations. Jaremka et al. (2020) reported that IP is a common experience among faculty in academia. IP is important to consider in self-evaluations of mentoring competence because one of the primary symptoms is fear of being discovered as a fraud (Chandra et al., 2019;Williams, 2020). ...
Despite an overwhelming amount of research in recent years on the importance of mentoring in higher education, little data exists on what factors predict faculty self-evaluations of mentoring competence in agricultural faculty. This is important because as research on mentoring has increased there has been a proliferation of different training programs for faculty in academia to improve mentoring outcomes, with little regard for what variables predict self-perceived mentoring skill. This study used a cross-sectional survey design to collect faculty self-evaluations of mentoring competence from a national sample of agricultural faculty. Regression analysis was used to determine what factors, identified as potentially important from prior research, predicted positive self-evaluations of mentoring competence. Results showed that discipline self-efficacy, feelings of impostorism, average mentoring frequency, and prior mentor training were all significant predictors, while gender was almost significant. The implications of these findings and avenues for future research for mentoring in higher education are discussed.
... advice, and horizontal links between researchers of the same seniority are associated with higher productivity, dissemination, and funding (e.g., Cloete et al., 2015;Uwizeye et al., 2022). In addition, attendees may see others from similar backgrounds attending and giving lectures (which constitute positive role models, Heilman, 2001), which could help combat impostor syndrome (Jaremka et al., 2020). ...
The imposter phenomenon (IP) is a destructive set of beliefs, traits, and experiences in which high-achieving individuals fail to internalize their accomplishments and falsely perceive themselves as frauds. IP is a function of underrepresentation and contributes to and perpetuates a cycle of low self-worth, perfectionism, and anxiety, all of which negatively affect job performance and reinforce the IP cycle. Mitigating the deleterious effects of IP requires first naming this phenomenon and recognizing the patterns of IP. In this article, we summarize pertinent social science literature on this topic and share experiences of IP as told by the authors and anonymous contributors. We highlight the potential destructive effects of IP, as well as strategies that mentors and trainees can utilize to counter this phenomenon.
Objective: This study aimed to (1) descriptively compare stressors experienced by postsecondary students at the undergraduate versus graduate levels of study, and (2) evaluate the relationship between stressors and psychological distress, controlling for the effects of level of study. Participants: Undergraduate (n = 3774) and graduate (n = 889) students across 15 Canadian universities who completed the Post-Secondary Student Index electronic survey in October of 2020. Methods: Mean severity score for stressors were compared between level of study. Regression analyses evaluated the association of student specific stressors and overall stress. Results: Undergraduate students generally had higher levels of perceived stress compared to graduate students, notably in areas of academics, the learning environment, and campus culture. Multiple stressors were associated with an increase in stress; a prior mental health diagnosis was the main predictor in increased stress. Conclusions: Stressors differed between level of study. Results can inform supports, particularly regarding exams/assignments weighing and communication of expectations for institutions.
In this inaugural report, the findings of the first part of a longitudinal study aimed at
evaluating the impact of the FALF program are presented. The longitudinal study will
span the years 2021 to 2030 for comprehensive insights into the transformative effects
of the FALF on its participants (called fellows) and the broader landscape of academic
leadership. This report covers the period of 2021 to 2023 and comprises not only initial
insights gleaned from the data collection, which commenced in May 2023 and
concluded in August 2023, but also quantitative and qualitative data on various facets
of the fellows' experiences, including their achievements, challenges, and professional
advancements. By the time this report was completed, the FALF had added 20 new
fellows for the 2024 cohort, bringing the total number of fellows to 91. Their progress will
be documented in the 2024 report.
It is important to emphasise that this investigation is ongoing; as fellows continue their
journey beyond August 2023, the commitment to capturing the evolution of their
leadership trajectories remains steadfast. Subsequent phases of data collection will
include the latest outputs, promotions, achievements, and challenges encountered by
the fellows. Moving forward, data collection will unfold annually, with each collection
cycle commencing in May and continuing to August and the report finalised in the first
quarter of the following year. These sustained efforts will enable tracking of the
longitudinal trajectory of the fellows, providing invaluable insights into the enduring
impact of the program over time.
Furthermore, the findings will be disseminated to academic and practitioner
audiences alike. Each year, a comprehensive report will be published and distributed
to stakeholders, including Wits University, the FALF donors, and the broader academic
community. Additionally, reports will be uploaded to the FALF website, ensuring
accessibility to all interested parties.
We extend our gratitude to the fellows, whose dedication and contributions form the
foundation of this study. Additionally, we express appreciation to all stakeholders,
especially the FALF board who have supported and facilitated our research efforts.
Together, we embark on a journey of exploration and discovery, united in our
commitment to advancing female academic leadership.
FALF Study Principal Investigators :
Lucy Khofi and Keratiloe Mogotsi
Current societal structures constantly oppress Black people and women. Black women are faced with a double dose of oppression; hence the term “misogynoir”. At work, they are often working twice as hard to prove to prove themselves. At home they are expected to be the perfect caregiver. It goes without saying that all this leaves little time for self-care. Their needs often go ignored by themselves and those around them. Where do THEY fit in this constant maelstrom of real and /or perceived responsibilities? How do they renew their sense of mental, physical and spiritual wellness? This chapter seeks to investigate the unique challenges Black women face in achieving a healthy work-life balance and discuss strategies that are being employed by women of color in various professional spheres. Self-care looks different to everyone. What works for one person may not necessarily work for another. This chapter will discuss different strategies and hopefully readers will find those that resonate with them and embark on the journey to thriving at work while practicing radical self-care.
Collaboration remains a central aspect of contemporary work and a source of emergent barriers that hinder team success. Scholarship has identified the breadth of barriers teams can face when working together and recognizes barriers as interdependent. This paper builds on this scholarship to address the types of relationships barriers can have as they interact across levels of analysis to affect teams. We draw on qualitative interview data with scientific teams to explore relationships among barriers stemming from teams’ internal processes and context. We identify common relationship patterns among barriers that can be used as a framework for analyzing complex, multi-level barrier systems affecting team outcomes. Our data highlight the importance of considering longitudinal, strategic support for targeting cross-barrier interactions when seeking to intervene in collaborations. This framework has practical application in supporting teams and creating policies that support collaborative work.
A well-researched phenomena known as the impostor phenomenon (IP) depicts highly successful people who struggle to accept their success and think their accomplishments are the result of luck or unusual effort (Jackson, 2018). According to research, students have the highest prevalence rates of the IP (Bravata et al., 2020), and university students are especially susceptible to the IP (Ménard & Chittle, 2023). To better comprehend the phenomenon among undergraduates and raise attention about the relevance of tackling the problem in universities, we review existing literature on the subject and present two case studies from universities. The aim is: (1) to understand the IP in undergraduate students as it influences their well-being; and (2) to highlight the necessity for university interventions to help overcome the IP, and provide practical guidelines. Conclusions emphasise the main aspects of the IP, along with its effects on student's well-being and the necessity of university interventions.
This study focuses on Bangladeshi university entrance test-taking students mental health problems and explores the geographical distribution of these problems using GIS technique. A cross-sectional survey was conducted among 1523 university entrance test-taking students. Data were collected on participants' socio-demographic characteristics, COVID-19-related factors, admission tests, depression, and anxiety. Chi-square tests and logistic regression were performed using SPSS software. GIS mapping was used to visualize the distribution of mental health problems across districts using ArcGIS. The study found that the prevalence rates of depression and anxiety among university entrance examinees were 53.8% and 33.2%, respectively. Males exhibited higher rates of depression and anxiety compared to females, while repeat test-taking students were more susceptible to these mental health issues compared to first-time test-takers. Factors such as urban residence, personal/familial COVID-19 infections, and COVID-19 deaths in close relationships were associated with increased mental health problems. District-based distribution showed no significant variation in depression, but anxiety varied significantly. Post-hoc GIS analysis revealed variations in the distribution of depression and anxiety among males, as well as variations in anxiety distribution based on student status across districts. This study emphasizes the high prevalence of depression and anxiety among university entrance examinees, emphasizing the importance of addressing mental health risks in this population. It also suggests the need for reforms in the university entrance test-taking system to reduce psychological problems and advocates for a more inclusive approach to student admissions to alleviate mental health burdens.
The prevalence and pervasive nature of emerging chemicals of concern has created widespread environmental injustice apprehensions in vulnerable communities. To alleviate and address these concerns, identifying, engaging, and training a diverse environmental health research workforce will be critical and necessary steps to combat and prevent the consequences of environmental injustice. While there is obvious need to enhance diversity in environmental health research, this process is hampered by facets of systemic racism that reduce access to educational resources needed to build interest and knowledge in students and teachers. We present here a historical perspective to offer a guide for building programs and relationships with underserved schools to help overcome limiting factors that have plagued certain public school systems. With the proper training and mentorship, the untapped workforce present within these schools will be empowered to understand and address current and emerging environmental health and safety threats. Through this transformative 8-week high school research program, we will develop well-prepared, ethical researchers committed to scientific inquiry, intensive fieldwork, and collaborative problem-solving to address environmental health challenges. Following the 4-step risk assessment process, students, teachers, and faculty mentors will work collaboratively to identify toxicants, potential hazards and risks, and environmental disparities in urban neighborhoods, which provides the necessary training to formulate critical thinking skills for use in academic or non-academic careers.
Medical educators are expected to disseminate peer-reviewed scholarly work for academic promotion and tenure. However, developing submissions for presentations at national meetings can be confusing and sometimes overwhelming. Awareness and use of some best practices can demystify the process and maximize opportunities for acceptance for a variety of potential submission categories. This article outlines logistical steps and best practices for each stage of the conference submission process that faculty should consider when preparing submissions. These include topic choice, team composition, consideration of different submission types, and strategies for effectively engaging participants.
Might “impostor syndrome” be more than the private trouble it is often described to be? Instead, might it be deeply rooted in sociological processes? I explore this possibility drawing on my personal experience and Pearlin’s insistence that much that distresses us in our personal lives originates in social structures. I use Bourdieu’s theory to conceptualize the processes that may instill the “syndrome,” and once in place, surreptitiously recreate inequality. I test this conceptualization, using new sociologically relevant measures, in a stratified sample of over 2,000 American college students. Experiencing impostor concerns in college was significantly related to low parental income. Results were consistent with a model in which impostor concerns mediate the association of low parental income to depression/anxiety and low college persistence. Cultural aspects of impostorization played a larger role than the intellectual aspects emphasized in the traditional conceptualization of impostor syndrome. I advocate the replacement of the within-the-person term “impostor syndrome” with the sociological term “impostorization.”
Introduction. Human resources policy issues in medicine have always played a significant role in ensuring quality medical care for the population. Young specialists face high labor market demands and constant management pressure, without having ready adaptation strategies. The beginning of a success story is always challenging, and sometimes the impostor syndrome can have its influence. Persistent self-doubt leads to emotional exhaustion and the development of a cynical attitude towards others, which can further transform into burnout syndrome. THE AIM: To analyze the prevalence of the impostor phenomenon among young doctors in the field of “General Practice – Family Medicine” and explore potential correlations with burnout syndrome. MATERIALS AND METHODS. We conducted an anonymous cross-sectional survey of 27 young family doctors using The Clance Impostor Phenomenon Scale and Maslach Burnout Inventory Human Services Survey for Medical Personnel. The research procedure adhered to accepted moral norms, rights, interests, and personal dignity of the participants, in line with the principles of bioethics outlined in the Helsinki Declaration “Ethical Principles for Medical Research Involving Human Subjects” and the “Universal Declaration on Bioethics and Human Rights (UNESCO)”. RESULTS. All respondents demonstrated a certain level of impostor syndrome severity, which might be related to a shift in professional role – the transition from intern to independent practitioner – a family doctor. Every fourth intern already showed signs of emotional exhaustion and depersonalization, with 7% having developed burnout syndrome. It is not excluded that these changes are linked to working conditions and military actions on the territory of Ukraine. CONCLUSIONS. Nearly half of the respondents were categorized under intermediate burnout syndrome profiles (Overloaded, Ineffective, Detached), which can be corrected with timely identification and effective management. Without exception, all respondents exhibited various degrees of the impostor phenomenon. The impostor syndrome is closely related to emotional exhaustion (p=0.002) and depersonalization (p=0.000214) within the structure of burnout syndrome, allowing for the development of new correction approaches and optimization of burnout prevention strategies.
Purpose
In contrast to prior studies examining burnout in academic employees, this paper explores how academic employee agency mitigates burnout risks in the context of the coronavirus pandemic (COVID-19) and how this agency facilitates research productivity and influences well-being in the face of changes in learning and teaching practices.
Design/methodology/approach
The authors use collaborative auto-ethnography (CAE) in the higher education (HE) sector to probe how an employee productivity group supported the group's members during the pandemic.
Findings
Thematic analysis revealed four emerging themes: burnout, beneficial habits for research productivity, blocking-out-time and belonging. The authors' findings suggest that by acknowledging and legitimising employee-initiated groups, feelings of neglect can be combatted. Purposeful employee groups have the potential to create a therapeutic, safe space and, in addition to the groups' productivity intent, diminish the negative effects of a crisis on organisational effectiveness.
Originality/value
This paper contributes to the literature by utilising a CAE approach to provide greater insight into how academics enact agency by creating digital research workspaces, attending to the spatial dimensions of well-being especially during turbulent times.
Nurse scientists play a critical role in advancing the nursing field and improving health, but early career faculty can enter the academic ranks with little training in how to effectively establish, manage, and grow a program of research (POR) or weather the storms that accompany a research-intensive academic path. This can lead many nurse scientists to leave academic positions or even abandon their POR altogether. This is problematic at a societal level because nurse scientists bring a unique and valuable holistic perspective to scientific inquiry and an orientation towards community-based work, team science, intersectionality, and participatory approaches essential to address urgent health challenges. To enhance the impact of nurse scientists as a collective on academic research and human health, more attention should be given to the concept of resilience in the context of a research-focused career and the necessary structural changes that effectively support early career faculty in establishing thriving PORs. This article offers considerations relevant to administrative leaders, policymakers, and established faculty, at both the institutional and disciplinary level, to support early career faculty in establishing PORs that take root and flourish.
The first of three volumes, the five sections of this book cover a variety of issues important in developing, designing, and analyzing data to produce high-quality research efforts and cultivate a productive research career. First, leading scholars from around the world provide a step-by-step guide to doing research in the social and behavioral sciences. After discussing some of the basics, the various authors next focus on the important building blocks of any study. In section three, various types of quantitative and qualitative research designs are discussed, and advice is provided regarding best practices of each. The volume then provides an introduction to a variety of important and cutting-edge statistical analyses. In the last section of the volume, nine chapters provide information related to what it takes to have a long and successful research career. Throughout the book, example and real-world research efforts from dozens of different disciplines are discussed.
The relationships among solo status of racial/ethnic minorities in psychology departments, job satisfaction, and subjective feelings of distinctiveness were examined. Distinctiveness was defined as stigmatizing feelings associated with token status of racial/ethnic minorities in academia. It was hypothesized that minorities in positions of solo (relative to nonsolo) status within their departments, members of more stigmatized groups, and minorities occupying lower academic ranks would feel more distinctive and less satisfied with their jobs and that perceptions of distinctiveness would mediate job satisfaction. The data partially supported these hypotheses, most notably for African Americans. The implications of situational salience and the importance of recognizing differences among and between minority groups are considered.
What would my vita look like if it recorded not just the successes of my professional life but also the many, many rejections? http://chronicle.com/article/MeMy-Shadow-CV/233801
Does the temporal perspective people adopt when reflecting on negative events influence how they respond emotionally to these events? If so, through what cognitive pathway(s) does it have this effect? Seven studies explored these questions. Studies 1a, 1b, and 2 tested our basic hypothesis that adopting a distant-future perspective on recent stressors (relative to a near-future or control perspective) reduces emotional distress, examining 4 potential mediators of this effect. Study 3 built upon the prior studies by investigating whether their findings apply to a new domain and affect longer-term outcomes. Studies 4-6 centered on a key cognitive mechanism that helped to account for the distress-reducing properties of temporal distancing across our first 4 studies-impermanence focus. Studies 4 and 5 examined whether individual differences in impermanence focus predicted emotional reactions to negative events in a manner similar to adopting a distant-future perspective. They also explored the implications of impermanence focus for broader academic (Study 4) and psychological (Study 5) functioning. Finally, Study 6 manipulated impermanence focus to test whether it affected emotional reactions to stressors in a manner parallel to adopting a distant-future perspective. Together, these findings demonstrate that temporal distancing plays an important role in emotional coping with negative events, and that it does so by directing individuals' attention to the impermanent aspects of these events. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
Sixty doctoral students and 34 faculty members were interviewed in departments identified as having high and low doctoral
student completion rates at one institution in the United States in order to examine the cultural contexts and structures
that facilitate or hinder doctoral student completion. This paper outlines the differences in understandings of doctoral student
attrition by role and by department using attribution theory. Implications for policy, practice, and further research are
included.
This reprinted article originally appeared in (Journal of Personality & Social Psychology, 1991, 60[2], 218–228). (The following abstract of the original article appeared in record 1991-18327-001). Compared with Whites, Blacks were more likely to attribute negative feedback to prejudice than positive feedback and were more likely to attribute both types of feedback to prejudice when they could be seen by the other student. Being seen by the evaluator buffered the self-esteem of Blacks from negative feedback but hurt the self-esteem of Blacks who received positive feedback. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Four studies examined the hypothesis that, although people may generally want to savor, rather than to dampen, their positive emotions (i.e., hedonic emotion regulation), such a hedonic emotion regulation tendency should be less pronounced for Easterners than for Westerners. Using retrospective memory procedures, Study 1 found that Easterners recalled engaging in hedonic emotion regulation less than Westerners did, even after controlling for their initial emotional reactions. Studies 2-3 showed that cultural differences in emotion regulation were mediated by dialectical beliefs about positive emotions. Study 4 replicated the findings by examining online reports of emotion regulation strategies on the day students received a good grade. Furthermore, there were cultural differences in actual emotion change over time, which was partly explained by dialectical beliefs about positive emotions. These findings highlight the active role cultural scripts play in shaping emotion regulation and emotional experiences.
A brief intervention aimed at buttressing college freshmen's sense of social belonging in school was tested in a randomized controlled trial (N = 92), and its academic and health-related consequences over 3 years are reported. The intervention aimed to lessen psychological perceptions of threat on campus by framing social adversity as common and transient. It used subtle attitude-change strategies to lead participants to self-generate the intervention message. The intervention was expected to be particularly beneficial to African-American students (N = 49), a stereotyped and socially marginalized group in academics, and less so to European-American students (N = 43). Consistent with these expectations, over the 3-year observation period the intervention raised African Americans' grade-point average (GPA) relative to multiple control groups and halved the minority achievement gap. This performance boost was mediated by the effect of the intervention on subjective construal: It prevented students from seeing adversity on campus as an indictment of their belonging. Additionally, the intervention improved African Americans' self-reported health and well-being and reduced their reported number of doctor visits 3 years postintervention. Senior-year surveys indicated no awareness among participants of the intervention's impact. The results suggest that social belonging is a psychological lever where targeted intervention can have broad consequences that lessen inequalities in achievement and health.
Keeping a visible record of your rejected applications can
help others to deal with setbacks, says Melanie Stefan.
People are generally unaware of the operation of the system of cognitive mechanisms that ameliorate their experience of negative affect (the psychological immune system), and thus they tend to overestimate the duration of their affective reactions to negative events. This tendency was demonstrated in 6 studies in which participants overestimated the duration of their affective reactions to the dissolution of a romantic relationship, the failure to achieve tenure, an electoral defeat, negative personality feedback, an account of a child's death, and rejection by a prospective employer. Participants failed to distinguish between situations in which their psychological immune systems would and would not be likely to operate and mistakenly predicted overly and equally enduring affective reactions in both instances. The present experiments suggest that people neglect the psychological immune system when making affective forecasts.
Well-being is a complex construct that concerns optimal experience and functioning. Current research on well-being has been derived from two general perspectives: the hedonic approach, which focuses on happiness and defines well-being in terms of pleasure attainment and pain avoidance; and the eudaimonic approach, which focuses on meaning and self-realization and defines well-being in terms of the degree to which a person is fully functioning. These two views have given rise to different research foci and a body of knowledge that is in some areas divergent and in others complementary. New methodological developments concerning multilevel modeling and construct comparisons are also allowing researchers to formulate new questions for the field. This review considers research from both perspectives concerning the nature of well-being, its antecedents, and its stability across time and culture.
Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.
As humans, we frequently engage in mental time travel, reliving past experiences and imagining possible future events. This study examined whether similar factors affect the subjective experience associated with remembering the past and imagining the future. Participants mentally "re-experienced" or "pre-experienced" positive and negative events that differed in their temporal distance from the present (close versus distant), and then rated the phenomenal characteristics (i.e., sensorial, contextual, and emotional details) associated with their representations. For both past and future, representations of positive events were associated with a greater feeling of re-experiencing (or pre-experiencing) than representations of negative events. In addition, representations of temporally close events (both past and future) contained more sensorial and contextual details, and generated a stronger feeling of re-experiencing (or pre-experiencing) than representations of temporally distant events. It is suggested that the way we both remember our past and imagine our future is constrained by our current goals.
Stigmatization can give rise to belonging uncertainty. In this state, people are sensitive to information diagnostic of the quality of their social connections. Two experiments tested how belonging uncertainty undermines the motivation and achievement of people whose group is negatively characterized in academic settings. In Experiment 1, students were led to believe that they might have few friends in an intellectual domain. Whereas White students were unaffected, Black students (stigmatized in academics) displayed a drop in their sense of belonging and potential. In Experiment 2, an intervention that mitigated doubts about social belonging in college raised the academic achievement (e.g., college grades) of Black students but not of White students. Implications for theories of achievement motivation and intervention are discussed.
A preliminary study and main experiment tested the hypothesis that racial solo status (being the only member of one's race in a group) increases racial self-construal among African Americans. The preliminary study showed that African American men and women reported greater collectivist (i.e., group-based) over individualist self-construal under solo compared to nonsolo status, whereas Whites did not. The main experiment showed that the increased collectivism among African American solo women appears to be strongly reflected in racial identity becoming a salient aspect of self-construal. African American participants were also more likely than Whites to perceive that their anticipated performance would be generalized to their race, to feel like representatives of their race, and to show greater performance apprehension (indirectly evidenced by increased self-handicapping) when in racial solo status. The implications of solo status for African Americans in evaluative situations (such as academic testing sessions) are discussed.
Most discussions of rigor and replication focus on empirical practices (methods used to collect and analyze data). Typically overlooked is the role of conceptual practices: The methods scientists use to arrive at and articulate research hypotheses in the first place. This article discusses how the conceptualization of research hypotheses has implications for methodological decision-making and, consequently, for the replicability of results. The article identifies three ways in which empirical findings may be non-replicable, and shows how all three kinds of non-replicability are more likely to emerge when scientists take an informal conceptual approach, in which personal predictions are equated with scientific hypotheses. The risk of non-replicability may be reduced if scientists adopt more formal conceptual practices, characterized by the rigorous use of “if-then” logic to articulate hypotheses, and to systematically diagnose the plausibility, size, and context-dependence of hypothesized effects. The article identifies benefits that are likely to arise from more rigorous and systematic conceptual practices, and identifies ways in which their use can be encouraged to be more normative within the scholarly culture of the psychological sciences.
Experiments testing the self-serving bias (SSB; taking credit for personal success but blaming external factors for personal failure) have used a multitude of moderators (i.e., role, task importance, outcome expectancies, self-esteem, achievement motivation, self-focused attention, task choice, perceived task difficulty, interpersonal orientation, status, affect, locus of control, gender, and task type). The present meta-analytic review established the viability and pervasiveness of the SSB and, more important, organized the 14 moderators just listed under the common theoretical umbrella of self-threat. According to the self-threat model, the high self-threat level of each moderator is associated with a larger display of the SSB than the low self-threat level. The model was supported: Self-threat magnifies the SSB. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
suggest that in the absence of social verification, experience is transitory, random, and ephemeral / once acknowledged by others and shared in a continuing process of social verification termed "shared reality," experience is no longer mere capricious subjectivity, but instead achieves the phenomenological status of objective reality / in other words, experience is established as valid and reliable to the extent that it is shared with others / examine classic social-psychological research and theory as well as more recent research, especially that pertaining to the role of communication processes in social cognition / [the authors] suggest several implications of the hypothesis for such topics as stereotyping, self, language, attitudes, and persuasion
suggest that (1) the individual creates and maintains the experience of reality or meaning by sharing it with others in a process of social verification; (2) social interaction depends upon and is regulated by the achievement of shared reality; and (3) the shared reality that is established in social interaction in turn functions to regulate the self, closing the dialogical circle (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The study examined the relationship between narcissism, performance attributions, and negative emotions following success or failure. As expected, narcissistic individuals showed more self-serving attributions for their performance in an intelligence test than less narcissistic individuals: compared with less narcissistic individuals, narcissists revealed a stronger tendency to attribute success to ability and failure to task difficulty. In contrast to this, less narcissistic participants tended to show the opposite pattern by ascribing failure, but not success, to their ability. Additionally, anger and depression could be predicted by an interaction of performance feedback and performance attributions. Mediation analyses revealed that the attribution dimensions ‘task difficulty’ and ‘ability’ mediated the effect of narcissism on anger and depression following failure feedback. The results provide support for the theoretical assumption that attributional processes might, at least to some extent, explain the often reported relation between narcissism and negative emotions following failure. Copyright © 2003 John Wiley & Sons, Ltd.
Does placing females in environments in which they have contact with males cause deficits in their problem-solving performance? Is a situational cue, such as gender composition, sufficient for creating a threatening intellectual environment for females--an environment that elicits performance-impinging stereotypes? Two studies explored these questions. Participants completed a difficult math or verbal test in 3-person groups, each of which included 2 additional people of the same sex as the participant (same-sex condition) or of the opposite sex (minority condition). Female participants in the minority condition experienced performance deficits in the math test only, whereas males performed equally well on the math test in the two conditions. Further investigation showed that females' deficits were proportional to the number of males in their group. Even females who were placed in a mixed-sex majority condition (2 females and 1 male) experienced moderate but significant deficits. Findings are discussed in relation to theories of distinctiveness, stereotype threat, and tokenism.
I recently saw an old friend for the first time in many years. We had been Ph.D. students at the same time, both studying science, although in different areas. She later dropped out of graduate school, went to Harvard Law School and is now a senior lawyer for a major environmental organization. At
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Other Commentaries and Opinion Pieces Relevant to Rejection, Impostor Syndrome, or Burnout Rejection • They're Just Not That Into Your Research: Rejection in Academia
Table 3. Other Commentaries and Opinion Pieces Relevant to Rejection, Impostor Syndrome, or Burnout
Rejection
• They're Just Not That Into Your Research: Rejection in Academia
https://www.psychologicalscience.org/observer/rejection-in-academia
• The Silent Majority: manuscript Rejection and Its Impact on Scholars
https://journals.aom.org/doi/abs/10.5465/amle.2010.0027
mental-health-crisis Recommendations for cultural change • Ten Simple Rules Towards Healthier Research Labs
• Mental Health Crisis for Grad Students
https://www.insidehighered.com/news/2018/03/06/new-study-says-graduate-students-mental-health-crisis
Recommendations for cultural change
• Ten Simple Rules Towards Healthier Research Labs
https://doi.org/10.1371/journal.pcbi.1006914
Reviews of Scholarly Work About Rejection, Impostor Syndrome, or Burnout Impostor syndrome • The Mentoring and Induction of Educators of Color: Addressing the Impostor
Table 4. Reviews of Scholarly Work About Rejection, Impostor Syndrome, or Burnout
Impostor syndrome
• The Mentoring and Induction of Educators of Color: Addressing the Impostor Syndrome in Academe
https://doi.org/10.1177/105268461102100405
Cultural and structural changes and mental health • The PhD Experience: A Review of the Factors Influencing Doctoral Students' Completion, Achievement, and Well-Being
Cultural and structural changes and mental health
• The PhD Experience: A Review of the Factors Influencing Doctoral Students' Completion, Achievement, and Well-Being
https://doi.org/10.28945/4113
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