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\title{Self Concept as the Predictor of Imposter Phenomenon among the Students of Himachal Pradesh University}
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             \author[1]{Ajay  Kumar}

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\date{\small \em Received: 7 December 2016 Accepted: 31 December 2016 Published: 15 January 2017}

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\begin{abstract}
        


The objective of the present research was to study the self-concept as the predictor of imposter phenomenon among the male and female students of Himachal Pradesh University. The other objective was to study the self-concept as the predictor of imposter phenomenon among the science and non-science students of Himachal Pradesh University. The results showed that self concept is the strong predictor of imposter phenomenon among female students as compared to male students. Further, the results showed that self concept is the stronger predictor of imposter phenomenon among non-science students as compared to science students.

\end{abstract}


\keywords{imposter phenomenon, self-concept. Imposter Phenomenon}

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\let\tabcellsep& 	 	 		 \par
imposter phenomenon, self-concept. Imposter Phenomenon.\par
The impostor phenomenon (IP), a term psychologists Dr. Pauline Clance and Dr. Suzanne Imes coined in 1978, describes a collection of behavioral characteristics some individuals routinely exhibit in every aspect of their lives \hyperref[b5]{(Clance \& Imes, 1978} {\ref , Cusack, Hughes, \& Nuhu, 2013} {\ref , Hutchins, 2015)}. \hyperref[b6]{Clance (1985)} created the Clance Impostor Phenomenon Scale (CIPS) to measure three primary characteristics including an individual's fear of evaluation, fear of not being able to repeat his or her success, and fear of being less capable than others. While the CIPS has been used in multiple studies of individual populations to measure these characteristics, little research exists on the effects of the Impostor Phenomenon in the workplace. 
\section[{I. Background}]{I. Background}\par
he background section begins by explaining the Impostor Phenomenon and providing context about how it affects individuals both personally and professionally. A description of the initial focus on women in early studies and the Impostor Phenomenon precedes information regarding gender and familial differences. A comparison of the Impostor Phenomenon as a combination of behavioral characteristics versus a psychological experience introduces contrasting perspectives of how the Impostor Phenomenon affects individuals. 
\section[{II. Impostorism}]{II. Impostorism}\par
Though the Impostor Phenomenon term appeared in 1978, it was not until 1987 that anyone asked why awareness of the construct should matter \hyperref[b7]{(Clance \& O'Toole, 1987)}. The ability to appreciate one's own successes and strengths is commonly noted as a limitation of those identified with the Impostor Phenomenon. For instance, an inclination to decline career advancement opportunities because of the IP's behavioral characteristics prevents individuals from achieving their personal dreams \hyperref[b7]{(Clance \& O'Toole, 1987)}.\par
Likewise, impostors face difficulty reaching their full potential because of their internalized sense of fear and self doubt  {\ref (Kumar \& Jagacinski, 2006)}. These feelings can often lead impostors to believe they must work harder than others to avoid detection, which creates a negative cycle of other destructive behaviors (Parkman \&  {\ref Beard, 2008)}. Scholars have considered the effects of impostorism within specific professions. Hutchins (2015) described the obstacles higher education faculty members dealing with impostorism face, including their constant fear of being discovered as frauds. These psychological barriers to success negatively impact the faculty members' ability to experience personal satisfaction and affect overall job performance  {\ref (Hutchins, 2015)}. Similarly, physician assistants experiencing feelings of impostorism find themselves questioning themselves and attribute their success to luck or charm (Mattie, Gietzen, Davis, \& Prata, 2008; Prata \& Gietzen, 2007). Like others who battle the IP, these physician assistants also believe they have successfully deceived others about their ability to achieve at such a high level of competence  {\ref (Prata \& Gietzen, 2007)}. This collection of personal characteristics and negative outcomes demonstrates the early foundations of the IP construct. 
\section[{III. Objectives of the Study}]{III. Objectives of the Study}\par
1. To study the self-concept as the predictor of imposter phenomenon among the male and female students of Himachal Pradesh University. 2. To study the self-concept as the predictor of imposter phenomenon among the science and nonscience students of Himachal Pradesh University.\par
a) Hypothesis of the study 1. Self-concept will be the strong predictor of Imposter Phenomenon among male students as compared to female students. 2. Self-concept will be the strong predictor of Imposter Phenomenon among science and non-science students. 
\section[{b) Delimitations of the study}]{b) Delimitations of the study}\par
The present study was delimited only to the students of Himachal Pradesh University, Shimla. 
\section[{c) Sample}]{c) Sample}\par
Random sampling was used for the study. Himachal Pradesh University is comprised of different faculties. A list of students of science and non-science stream was prepared. Researcher took the sample of 632 students for the study randomly, which was consisted of 360 male and 316 female. 
\section[{IV. Methodology}]{IV. Methodology}\par
In order to accomplish the objectives of the present study the Descriptive method of research was used. 
\section[{a) Statistical Technique used}]{a) Statistical Technique used}\par
For the present study percentage method and ANOVA (2x2x2) was used to analyze the data. 
\section[{b) Tools used}]{b) Tools used}\par
1) The Imposter Phenomenon Scale of \hyperref[b6]{Clance (1985)} is adopted by the investigator with her prior permission and standardized according to the current problem of the study. 2) A Questionnaire to measure the self-concept constructed and standardized by the investigator himself. 
\section[{V. Conclusion}]{V. Conclusion}\par
On the basis of analysis and interpretation of the data the following conclusion may be laid down. 
\section[{a) Imposter Phenomenon of students in relation to their gender, stream and Self-Concept}]{a) Imposter Phenomenon of students in relation to their gender, stream and Self-Concept}\par
In order to study the main effects of gender, stream and self-concept on imposter phenomenon of students along with their interactional effect, statistical technique of analysis of variance (2x2x2 factorial design involving two levels of gender i.e. male \& female, stream i.e. science \& non-science and self-concept i.e. high self-concept \& low self-concept) was applied on the means of imposter phenomenon. The mean scores of students are given in table 1.1. From table 1.1 it can be seen that the total mean of high and low self concept of male science students is 81.36 percent and 82.04 percent of female science students, which is higher than that of male students. Thus self concept is little bit strong predictor of imposter phenomenon among female science students as compared to male science students. In case of total mean of high and low self concept of male non-science students is 82.82 percent and 84.95 percent of female non-science students, which is higher than that of male students. This shows that self concept is the strong predictor of imposter phenomenon among female science students as compared to male science students.\par
Combined mean of male science and non science students is 82.09 percent and 83.50 percent of female, which is higher than that of male students of both streams. This shows that self concept is the strong predictor of imposter phenomenon in female science and non science students as compared to male science and non science students.   
\section[{VI. Main Effects a) Gender}]{VI. Main Effects a) Gender}\par
The computed value of 'F' for the main effect of gender on imposter phenomenon of students, irrespective of their self-concept, for df 1 and 632, came out to be 2.1, which is less than the table value (3.85) even at 0.05 level of significance. Hence, the hypothesis no. 1 i.e. self-concept will be the strong predictor of Imposter Phenomenon among the male students as compared to female students was rejected. 
\section[{b) Stream}]{b) Stream}\par
The computed value of 'F' for the main effect of stream on imposter phenomenon of students, irrespective of their self-concept, for df 1 and 632, came out to be 5.89, which is significant at 0.05 level of significance. Hence, the hypothesis no. 2 i.e. selfconcept will be the strong predictor of Imposter Phenomenon among the science and non-science students was accepted. 
\section[{c) Self Concept}]{c) Self Concept}\par
The computed value of 'F' for the main effect of self concept on imposter phenomenon of students, irrespective of their self-concept, for df 1 and 632, came out to be 31.90, which is highly significant at 0.05 level of significance. This showed that self-concept of male Science, male non-science, female science and female non-science were the more predictors of imposter phenomenon. 
\section[{VII. Interactional Effect a) Gender*Stream}]{VII. Interactional Effect a) Gender*Stream}\par
The computed value of 'F' for the interactional effect of gender and stream on imposter phenomenon of students, for df 1 and 632, came out to be 0.50, which is not significant at 0.05 level of significance. Hence, "Gender and stream do not interact significantly with regard to imposter phenomenon of students" was rejected. It may be said that the differences in the  
\section[{b) Gender*Self-Concept}]{b) Gender*Self-Concept}\par
The computed value of 'F' for the interactional effect of gender and self-concept on emotional adjustment of students, for df 1 and 632, came out to be 0.09, which is not significant even at 0.05 level of significance. Thus Gender and self-concept do not interact significantly with regard to imposter phenomenon of students. It may be said that the differences in the means of imposter phenomenon scores of boys and girls are not same for different levels of self-concept i.e. high and low. It may be interpreted that gender and self-concept do not interact significantly on imposter phenomenon. 
\section[{c) Stream*Self-Concept}]{c) Stream*Self-Concept}\par
The computed value of 'F' for the interactional effect of gender and self-concept on emotional adjustment of students, for df 1 and 632, came out to be 0.80, which is not significant even at 0.05 level of significance. Thus stream and self-concept do not interact significantly with regard to imposter phenomenon of students. It may be said that the differences in the means of imposter phenomenon scores of science and non-science are not same for different levels of self-concept i.e. high and low. It may be interpreted that stream and self-concept do not interact significantly on imposter phenomenon. 
\section[{d) Gender*Stream*Self-Concept}]{d) Gender*Stream*Self-Concept}\par
The computed value of 'F' for the interactional effect of gender and self-concept on emotional adjustment of students, for df 1 and 632, came out to be 0.12, which is not significant even at 0.05 level of significance. Thus gender, stream and self-concept do not interact significantly with regard to imposter phenomenon of students. It may be said that the differences in the means scores of gender, stream and self-concept are not same for different levels of imposter phenomenon. It may be interpreted that gender, stream and self-concept do not interact significantly on imposter phenomenon. 
\section[{VIII. Conclusion}]{VIII. Conclusion}\par
On the basis of analysis of data and interpretation of results, following conclusions were drawn 1. Self concept is the strong predictor of imposter phenomenon among female students as compared to male students. Further, total mean of high and low self concept of male students is lower than that of female students. This shows that self concept is the little bit stronger predictor of imposter phenomenon among female students as compared to male students. 2. Self concept is the strong predictor of imposter phenomenon among non-science students as compared to science students. Further, total mean of high and low self concept of non-science students is higher than that of science students. This shows that self concept is the stronger predictor of imposter phenomenon among nonscience students as compared to science students. 3. Gender and stream do not interact significantly on imposter phenomenon. There was also no significant difference between gender \& selfconcept and stream \& self-concept. 4. It may be revealed from the study that, there was no significant difference between gender, stream and self-concept. 
\section[{a) Suggestion for the further study}]{a) Suggestion for the further study}\par
The present study was delimited to only certain aspects of Imposter Phenomenon on the students of Himachal Pradesh University. Similar study should be undertaken on the students and teachers of the other universities of Himachal Pradesh in public sector or private sector also. Students and teachers of schools may also be included in the study. 
\section[{Bibliography}]{Bibliography} \begin{figure}[htbp]
\noindent\textbf{-} \par 
\begin{longtable}{P{0.17876984126984127\textwidth}P{0.08095238095238094\textwidth}P{0.11468253968253968\textwidth}P{0.1382936507936508\textwidth}P{0.1349206349206349\textwidth}P{0.1248015873015873\textwidth}P{0.07757936507936507\textwidth}}
\tabcellsep Measures\tabcellsep \tabcellsep Male\tabcellsep \multicolumn{2}{l}{Female}\tabcellsep \\
\tabcellsep \tabcellsep Science\tabcellsep Non Science\tabcellsep Science\tabcellsep Non Science\tabcellsep Combined Mean\\
High Self Concept\tabcellsep Means SD\tabcellsep 84.09 11.98\tabcellsep 85.74 11.66\tabcellsep 84.81 11.89\tabcellsep 87.14 12.93\tabcellsep 82.09\\
Low Self Concept\tabcellsep Means SD\tabcellsep 78.63 12.11\tabcellsep 79.90 9.47\tabcellsep 79.28 13.50\tabcellsep 82.76 9.85\tabcellsep 83.50\\
Total Mean\tabcellsep \tabcellsep 81.36\tabcellsep 82.82\tabcellsep 82.04\tabcellsep 84.95\tabcellsep \\
Tabl e 1.1\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_0}Table - 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{-} \par 
\begin{longtable}{P{0.4491869918699187\textwidth}P{0.25569105691056915\textwidth}P{0.041463414634146344\textwidth}P{0.10365853658536585\textwidth}}
Source of variation\tabcellsep Sum of Squares\tabcellsep Df\tabcellsep F\\
Gender\tabcellsep 288.906\tabcellsep 1\tabcellsep 2.1\\
Stream\tabcellsep 810\tabcellsep 1\tabcellsep 5.89**\\
Self Concept\tabcellsep 4389.025\tabcellsep 1\tabcellsep 31.91**\\
Gender*Stream\tabcellsep 68.906\tabcellsep 1\tabcellsep .51\\
Gender*Self Concept\tabcellsep 12.656\tabcellsep 1\tabcellsep .09\\
Stream* Self Concept\tabcellsep 11.025\tabcellsep 1\tabcellsep .080\\
Gender*Stream*Self\tabcellsep 16.256\tabcellsep 1\tabcellsep .12\\
Concept\tabcellsep \tabcellsep \tabcellsep \\
Error\tabcellsep 86929.625\tabcellsep 632\tabcellsep \\
Total\tabcellsep 4482914.0\tabcellsep \tabcellsep \end{longtable} \par
  {\small\itshape [Note: **at 0.05 level of significance]} 
\caption{\label{tab_1}Table - 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.07727272727272727\textwidth}P{0.09935064935064934\textwidth}P{0.30357142857142855\textwidth}P{0.15454545454545454\textwidth}P{0.055194805194805185\textwidth}P{0.16006493506493508\textwidth}}
\tabcellsep 88\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
P\tabcellsep 86\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
E\tabcellsep 84\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
R\tabcellsep 82\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
C E N\tabcellsep 80 78 76\tabcellsep 84.09 78.63\tabcellsep 84.81 79.28\tabcellsep 85.74 79.9\tabcellsep 87.14 82.76\\
T A G\tabcellsep 74\tabcellsep \multicolumn{3}{l}{Male Science Female Science Male Non-Science}\tabcellsep Female Non-Science\\
E\tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{GENDER and STREAM}\tabcellsep \end{longtable} \par
 
\caption{\label{tab_2}Mean Scores of Imposter Phenopmenon of Students for different Levels of Self-Concept means}\end{figure}
 			\footnote{© 2017 Global Journals Inc. (US)} 			\footnote{Year 2017} 		 		\backmatter  			  				\begin{bibitemlist}{1}
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\end{document}
