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Autor/inn/en | Taasoobshirazi, Gita; Hord, Amy; Vaughn, Ashley; Treadaway, Hailey; Johnson, Marcus Lee |
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Titel | Using Motivational Theories to Study Imposter Phenomenon among Academics |
Quelle | In: International Journal on Social and Education Sciences, 5 (2023) 2, S.167-189 (24 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Taasoobshirazi, Gita) ORCID (Hord, Amy) ORCID (Vaughn, Ashley) ORCID (Treadaway, Hailey) ORCID (Johnson, Marcus Lee) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Faculty; Self Concept; Motivation; Theories; Gender Differences; Tenure; Age Differences; Self Determination; Expectation; Attribution Theory; Graduate Students; Administrators Academic Staff; Lehrkörper; Selbstkonzept; psychologische; Motivation (psychologisch); Theory; Theorie; Geschlechterkonflikt; Amtszeit; Beschäftigungsdauer; Age; Difference; Age difference; Altersunterschied; Selbstbestimmung; Expectancy; Erwartung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin |
Abstract | The present study analyzes Imposter Phenomenon (IP) through the lens of three different motivational frameworks. Expectancy Value Theory, Attribution Theory, and Self-Determination Theory were used to study IP among academics. With 72% of participants experiencing frequent or intense IP levels, IP was prevalent among those sampled. Females experienced higher IP than males, although race and first-generation status did not significantly impact IP levels. Post docs had higher IP scores than tenured faculty and full-time non-tenured faculty had higher IP scores than tenured faculty. Younger academics had higher IP scores. Analyses of the motivational frameworks showed significant differences by IP level. (As Provided). |
Anmerkungen | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |