Biannual Journal of Applied Counseling

Biannual Journal of Applied Counseling

Discovering the Development of Imposter Syndrome in Postgraduate Students

Document Type : Original Research

Authors
Parisa ِDoostani 1
Parisa Nilforooshan 2
Azam Naghavi 2
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
10.22055/jac.2025.50046.2109
Abstract
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
Keywords
: Imposter Syndrome
Postgraduate Students
Qualitative Research
Grounded Theory
Subjects
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Biannual Journal of Applied Counseling
Volume 15, Issue 1
August 2025
Pages 64-81

  • Receive Date 29 June 2025
  • Revise Date 02 September 2025
  • Accept Date 24 September 2025