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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上下文相关的社会比较和冒名顶替现象：一种实验性的小插图方法


最近对冒名顶替现象或质疑能力的内部感受的研究，已经从将这种感觉概念化为需要个体解决方案的个体特征，转向研究背景的作用。我们使用了 2（世代地位：第一代与下一代）× 3（环境：课堂、同侪与管理）× 2（社会比较：在场与缺席）实验插图设计。总的来说，我们发现，对于第一代和后续学生来说，社会比较信息对冒名顶替者的感觉有不同的影响，具体取决于环境，其中来自管理人员和同龄人的社会比较信息的影响程度最高。研究结果有助于更好地了解在高度选择性的高等教育机构中加剧或减轻冒名顶替感的结构条件。