ArticleDiscover mental health2025
Examining the role of social support in imposter phenomenon among medical students through mediation and moderation analysis of anxiety and stress.
Article in Discover mental health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Male survivors of childhood sexual abuse: perceived social support as a correlate of imposter phenomenon - an exploratory study.BMC psychology · 2026Article
- Quiet Doubts: Exploring the Relationship between Introversion, Demographic Characteristics, and Imposter Phenomenon among Canadian Medical Students, Residents and Practicing Physicians.Perspectives on medical education · 2026Article
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Authors and funding
16 authors.
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Abstract
backgroundImposter syndrome (IS) is characterized by individuals’ inability to internalize success and persistent feelings of being intellectual frauds despite evident achievements. Though not a clinically recognized disorder, IS significantly affects psychological well-being, particularly among medical professionals and students, leading to anxiety, stress, and burnout. In Pakistan, the relationship between IS, its psychological drivers, and protective factors remains underexplored. This study examines how perceived social support relates to IS, with a specific focus on the mediating and moderating roles of anxiety and stress.
methodsA multi-center cross-sectional study was conducted among 649 medical students from four medical institutions in Pakistan. Validated tools were used: the Clance IP Scale, Oslo Social Support Scale (OSSS-3), and the Anxiety and Stress Sub-Scale of DASS-21. Data were analyzed using hierarchical regression, correlation matrices, and mediation/moderation modeling via the PROCESS macro in SPSS v26.
resultsMean IS scores (M = 61.23, SD = 16.46) indicated frequent impostor feelings. Social support negatively correlated with IS (r = − 0.141, p < 0.001), anxiety (r = − 0.130, p = 0.001), and stress (r = − 0.132, p = 0.001). In regression, social support initially predicted IS (β = − 0.141, p < 0.001), but became non-significant when anxiety and stress were included. Anxiety (β = 0.351, p < 0.001) and stress (β = 0.670, p < 0.001) were significant predictors. Mediation analysis confirmed that both anxiety and stress significantly mediated the social support–IS relationship. Moderation analyses showed no significant interaction effects (p > 0.05).
conclusionSocial support reduces IP primarily by alleviating anxiety and stress, rather than through direct buffering. Targeted interventions that address both emotional distress and enhance supportive environments are essential for fostering psychological resilience in medical education.
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