Academic engagement and imposter syndrome among undergraduates: a correlational study: a correlational study

Abstract

Introduction: In the university context, constructs like the Academic Engagement (AE) have become desirable, which refers to a persistent state of affective-cognitive spirit. This space is also categorized by a logic of productivity, creating feelings of fraud, characteristic of Impostor Syndrome (IS). Therefore, it’s possible that, aiming to achieve an idealized image of academic success, students can get too involved to diminish this feeling of falsity. Objective: We sought to know the relation between the academic engagement and the impostor syndrome, in addition to verifying if there is a relation of prediction and if there are differences related to sociodemographics variables. Methods: Counting on a sample of 201 undergraduate students from Federal University of Paraíba (UFPB), the respondents were contacted to answer the online questionnaire containing the instruments of study regarding the constructs of academic engagement and impostor syndrome, in addition to sociodemographic informations. To achieve the goals, it were made analysis of correlation, linear regression and ANOVA factorial. Results: Indeed, it was found significant correlations between the constructs and their respective dimensions, as well as a prediction relation, which endorse the previous findings. Regarding the differentiations in engagement based on variables such as gender or work experience, there were no statistically significant results. Conclusion: With this, it’s possible to compreehend that along with the positive aspects of commitment in the university, the students can also be dealing with the feeling of fraud and self-deprecation. Delving into this theme allows to promote researches and actions more focused on their well being and perfomance.