Imposter Phenomenon and First-Generation College Status as Predictors of Burnout in Undergraduate College Students
Abstract
College is an important steppingstone for students to succeed in all parts of life. There are several barriers' students may face during their college careers, however, that may decrease the likelihood that they will finish college and earn their degree. Imposter phenomenon (IP), academic self-efficacy (ASE) and first-generation college status are potential barriers that have been neglected within undergraduate college student population research. The current study aimed to investigate the relationship between these possible predictors and academic burnout. The study employed a longitudinal survey-based design that followed students throughout the entire semester. It was hypothesized that higher levels of IP at the beginning of the semester will predict greater academic burnout near the end of the semester. It was also expected academic self-efficacy at the beginning of the semester to significantly mediate this relationship whereas first-generation college student status will moderate this relationship. It was found that IP strongly predicted academic burnout for both first generation college students and traditional students. There was a significant difference in IP between the two groups with first generation college students reporting higher levels of imposter phenomenon at both timepoints. Academic burnout significantly increased across the semester. The mediation and moderation analyses revealed no significance for the model; however academic self-efficacy was found to be an important factor for first generation college students in that they had no significant increase in ASE during the semester whereas their traditional peers did. Findings from this research could be utilized to create better interventions for undergraduate college students, first generation students in particular, in an effort to decrease dropout and retention rates and overall success in college.
Start Time
15-4-2026 1:30 PM
End Time
15-4-2026 2:30 PM
Room Number
303
Presentation Type
Oral Presentation
Presentation Subtype
Grad/Comp Orals
Presentation Category
Social Sciences
Student Type
Graduate
Faculty Mentor
Ginette Blackhart
Imposter Phenomenon and First-Generation College Status as Predictors of Burnout in Undergraduate College Students
303
College is an important steppingstone for students to succeed in all parts of life. There are several barriers' students may face during their college careers, however, that may decrease the likelihood that they will finish college and earn their degree. Imposter phenomenon (IP), academic self-efficacy (ASE) and first-generation college status are potential barriers that have been neglected within undergraduate college student population research. The current study aimed to investigate the relationship between these possible predictors and academic burnout. The study employed a longitudinal survey-based design that followed students throughout the entire semester. It was hypothesized that higher levels of IP at the beginning of the semester will predict greater academic burnout near the end of the semester. It was also expected academic self-efficacy at the beginning of the semester to significantly mediate this relationship whereas first-generation college student status will moderate this relationship. It was found that IP strongly predicted academic burnout for both first generation college students and traditional students. There was a significant difference in IP between the two groups with first generation college students reporting higher levels of imposter phenomenon at both timepoints. Academic burnout significantly increased across the semester. The mediation and moderation analyses revealed no significance for the model; however academic self-efficacy was found to be an important factor for first generation college students in that they had no significant increase in ASE during the semester whereas their traditional peers did. Findings from this research could be utilized to create better interventions for undergraduate college students, first generation students in particular, in an effort to decrease dropout and retention rates and overall success in college.
