The role of the imposture syndrome and the anticipations of sixth graders in their adaptation to the beginning of secondary school

Abstract

For many students, the transition from elementary to secondary school is a time of concern and hope for their functioning in their future environment. Because of the uncertainties about the demands of the future environment, it also coincides with the emergence of impostorism for some. This study examined 578 students (306 girls) who responded to questionnaires in Grade 6 and Secondary 1 to determine the relationship between their feelings of impostorism and their expectations of secondary school. It also examined whether the feeling of impostorism in grade 6 contributed to their adjustment to secondary school. The results show a positive relationship between impostorism and negative expectations (r=0.39), but no relationship with positive expectations. Students' impostorism is significantly related to indicators of their motivational, emotional and cognitive adjustment.