Date of Award

7-2026

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

First Advisor

Patrick D. Converse

Second Advisor

Gary Burns

Third Advisor

Andressa Sleiman

Fourth Advisor

Lisa A. Steelman

Abstract

Impostor phenomenon (IP) is a common experience among individuals in achievement contexts characterized largely by feelings of self-doubt, attributions of success that focus on external factors, and beliefs that one is “fooling” others about their competence. Current research suggests the effects of IP are complex (e.g., IP is associated with higher grade point average and productivity but also self-handicapping, psychological distress, and difficulties adjusting to college). To better understand these complex effects, this study proposes a self-control perspective for IP, where this phenomenon is seen as involving additional self-control burdens. Specifically, the study examines whether IP is associated with grade point average and perceived stress; whether self-control strategies moderate these relationships; and whether these relationships have curvilinear trends. Using a two-wave time-lagged design, data were collected from 187 undergraduate students through Cloud Research. Results revealed no significant direct relationship between IP and grade point average; however, significant interactions were observed for the strategies of cognitive change and response modulation, suggesting nuance in the IP to grade point average relationship. In contrast, findings supported a positive relationship between IP and perceived stress, but there were no significant interactions with self-control strategies, suggesting that IP does introduce greater stress on students. Overall, the study contributes to our understanding of IP by viewing IP through a self-control perspective and providing evidence that there is additional nuance within IP and how it relates to student success.

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