Context-Dependent Social Comparison and Imposter Phenomenon: An Experimental Vignette Approach

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL Gifted Child Quarterly Pub Date : 2024-08-02 DOI:10.1177/00169862241265310
Kate E. Snyder, Maxwell I. Bartley, Allison Fowler
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Abstract

Recent research into imposter phenomenon, or internal feelings of questioning competence, has shifted away from conceptualizing the feeling as an individual characteristic that requires an individual solution toward instead examining the role of context. We used a 2 (Generational Status: First Generation vs. Continuing Generation) × 3 (Environment: Classroom vs. Peer vs. Administration) × 2 (Social Comparison: Present vs. Absent) experimental vignette design. Overall, we found that, for both first- and continuing-generation students, social comparison messages differentially impacted imposter feelings depending on context, with the most elevated levels in social comparison messages from administrators and peers. Findings contribute to a better understanding of structural conditions that exacerbate or lessen imposter feelings at highly selective post-secondary institutions.
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情境依赖型社会比较与冒名顶替现象:实验小插图法
最近,对 "冒名顶替现象 "或 "质疑能力的内心感受 "的研究已经从将这种感受视为需要个人解决的个人特征转变为研究环境的作用。我们采用了 2(代际地位:第一代与继续代际)×3(环境:课堂与同伴与行政)×2(社会比较:在场与不在场)的实验小插图设计。总之,我们发现,对于第一代和延续代的学生来说,社会比较信息会根据不同的环境对冒名顶替情绪产生不同的影响,其中来自管理者和同伴的社会比较信息对冒名顶替情绪的影响最大。研究结果有助于更好地理解在高度选择性的高等教育机构中,加剧或减轻冒名顶替情绪的结构性条件。
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
期刊介绍: Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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