Impostor Feelings of Music Education Graduate Students

Autor/inn/en	Sims, Wendy L.; Cassidy, Jane W.
Titel	Impostor Feelings of Music Education Graduate Students
Quelle	In: Journal of Research in Music Education, 68 (2020) 3, S.249-263 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429420946899
Schlagwörter	Music Education; Graduate Students; Student Attitudes; Psychological Patterns; Self Concept; Personality Traits; Full Time Students; Part Time Students; Gender Differences; Marital Status; Age Differences + Suchen Sie Ihr Suchwort? Musikerziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Selbstkonzept; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Vollzeitstudium; Part-time students; Teilzeitstudent; Geschlechterkonflikt; Familienstand; Age; Difference; Age difference; Altersunterschied
Abstract	Impostor phenomenon (IP) is the psychological construct used to describe potentially debilitating feelings of fraud and fear of being exposed as a phony in individuals who are actually high achieving and successful. The purpose of this study was to investigate the IP feelings of music education graduate students. A total of 130 master's and doctoral students completed a survey that included the Clance IP Scale, the Graduate Music Student Scale, and demographic items. Results indicated that impostor feelings were present in a substantial percentage of the participants. Full-time student status was associated with stronger IP responses than part-time status, as was working on the degree face-to-face versus hybrid. More frequent and intense impostor feelings were experienced by females versus males, participants ages 26 to 35, students who were not married or in a committed relationship, and those who were the first in their family to attend graduate school. Master's and doctoral students' IP responses were not different, but successive year in the graduate program was associated with stronger impostor feelings. Based on the possible detrimental effects of strong impostor feelings, the findings should raise concern for students, their instructors, and their mentors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01