مشاوره کاربردی

مشاوره کاربردی

واکاوی نحوه پدیدآیی نشانگان ایمپاستر در دانشجویان تحصیلات تکمیلی

نوع مقاله : پژوهشی اصیل

نویسندگان
1 دانشجوی دکتری مشاوره، گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران
2 دانشیار، گروه مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران
3 دانشیار، مشاوره، دانشیار، گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران
چکیده
در افراد موفق و با عملکرد بالا، نشانگان ایمپاستر با احساس بی‌کفایتی، شک به خود و ترس از افشا‌شدن به عنوان یک متقلب، علیرغم موفقیت در زمینه انتخابی خود مشخص می‌شود. پژوهش حاضر با هدف واکاوی نحوۀ پدیدآیی نشانگان ایمپاستر در دانشجویان تحصیلات تکمیلی انجام شد. این پژوهش با استفاده از رویکرد کیفی و به روش نظریۀ زمینه‌ای از طریق نمونه‌گیری هدفمند انجام شد که در آن 30 نفر از دانشجویان تحصیلات تکمیلی که نشانگان ایمپاستر را تجربه می‌کردند در مصاحبه‌های نیمه ساختاریافته شرکت کردند و مصاحبه‌ها تا اشباع نظری ادامه یافت. مصاحبه‌ها با بهره­گیری از روش اشتراوس و کوربین طی مراحل کدگذاری باز، محوری و گزینشی مورد تجزیه و تحلیل قرار گرفت. یافته‌ها نشان داد که مدل نظری نحوه پدیدآیی نشانگان ایمپاستر در دانشجویان تحصیلات تکمیلی دربرگیرندۀ (1) شرایط زمینه‌ای شامل نقش نظام خانواده (تعامل بین خواهر و برادرها، ادراک از وضعیت تحصیلی و شغلی والدین، در جست‌وجوی مادر و تأثیر نظام خانواده بر ادراک نقش و جایگاه فرزندان) و (2) شرایط مداخله‌گر شامل نظام انضباطی (خانواده قانونمند، مدرسه فرا استاندارد و تنبیه) و دِین به محیط حمایت‌گر (جبران حمایت اجتماعی، احساس فشار برای حفظ سرمایه اجتماعی و احساس مدیون بودن به استاد) بود. به طور کلی نقش نظام خانواده به عنوان شرایط زمینه‌ای بر اهمیت ایجاد دلبستگی ایمن، اجرای تربیت منصفانه برای همه فرزندان و عدم مقایسه خواهر و برادرها با هم تأکید  نمود. نظام انضباطی و دین به محیط حمایت‌گر به عنوان شرایط مداخله‌‌گر عواملی هستند که می‌توانند در میزان تجربه نشانگان ایمپاستر سهم داشته باشند و بر اهمیت سیستم خانواده و آموزشی، ضرورت انتظارات منصفانه و واقع‌گرایانه از افراد، لزوم آموزش شیوه‌های فرزندپروری، آگاه‌سازی از تبعات شیوه‌های مبتنی بر کنترل‌گری و انواع تنبیه و اهمیت ارائه حمایت به افراد در محیط خانوادگی و آموزشی تأکید دارند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Discovering the Development of Imposter Syndrome in Postgraduate Students

نویسندگان English

Parisa ِDoostani 1
Parisa Nilforooshan 2
Azam Naghavi 3
1 Ph.D. Student in Counseling, Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2 Associate Professor, Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
3 Associate Professor, Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
چکیده English

In successful and high-performing individuals, imposter syndrome is characterized by feelings of inadequacy, self-doubt, and fear of being exposed as a fraud, despite success in their chosen field. The present study aimed to discover the development of imposter syndrome in postgraduate students. This research was conducted using a qualitative approach and grounded theory method through purposive sampling, in which 30 masters and doctoral students participated in semi-structured interviews, and interviews continued until theoretical saturation. The findings were then analyzed using Strauss and Corbin's method through open, axial, and selective coding. The theoretical model of imposter syndrome formation in postgraduate students included (1) contextual conditions included the role of the family system (interaction between siblings, perception of parents' educational and occupational status, searching for the mother, and the influence of the family system on children’s perceptions of their role and status), and (2) intervening conditions included disciplinary system (a lawful family, substandard schooling, and punishment) and debt to a supportive environment (compensating for social support, experiencing pressure to maintain social capital, and feeling indebted to the academic supervisor). In general, the role of the family system as a contextual condition emphasized the importance of creating secure attachment, implementing fair upbringing for all children, and not comparing siblings with each other. The disciplinary system and the belief in a supportive environment as intervening conditions are factors that can contribute to the level of experience of imposter syndrome and emphasize the importance of the family and educational system, the necessity of fair and realistic expectations of individuals, the necessity of teaching parenting methods, raising awareness of the consequences of controlling methods and types of punishment, and the importance of providing support to individuals in the family and educational environment

کلیدواژه‌ها English

: Imposter Syndrome
Postgraduate Students
Qualitative Research
Grounded Theory
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دوره 15، شماره 1
مرداد 1404
صفحه 64-81

  • تاریخ دریافت 08 تیر 1404
  • تاریخ بازنگری 11 شهریور 1404
  • تاریخ پذیرش 02 مهر 1404