ArticleFrontiers in psychology2022
Imposter Syndrome Among Pre-service Educators and the Importance of Emotion Regulation.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 23 citations in OpenAlex.
- Transition shock, emotion regulation and imposter phenomenon among nursing interns: a cross-sectional study.BMC nursing · 2026Article
- Breaking Barriers with Humor and Heart: Dr. Elizabeth Hughes Fong's Contributions to the Culturally Sensitive Practice of Applied Behavior Analysis.Behavior analysis in practice · 2025Review
- Prevalence of imposter syndrome among Saudi ophthalmology residents: urgent need for support.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study examined the prevalence and impact of imposter syndrome (IS) on a sample of pre-service educators. We report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. We also investigated the effects of minority group membership on experiences of IS, and found that IS was more severe for women and queer minorities, but less severe for racial minorities. Lastly, we investigated the potential for healthy emotion regulation to mitigate the effects of IS on pre-service educator well-being and found that adaptive emotion regulation strategy use mitigates the effects of IS, which may provide a viable means for addressing this pervasive issue among educators, and specifically among those with minoritized identities. We discuss the implications of our findings for educational training and improving the experiences of pre-service educators.
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Registered trials
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