When Will They Blow My Cover?

2012 ◽  
Vol 220 (2) ◽  
pp. 109-120 ◽  
Author(s):  
Gregor Jöstl ◽  
Evelyn Bergsmann ◽  
Marko Lüftenegger ◽  
Barbara Schober ◽  
Christiane Spiel
Keyword(s):  
Doctoral Students ◽  
Self Efficacy ◽  
Impostor Phenomenon ◽  
Important Indicator ◽  
Psychological Barriers ◽  
Psychological Barrier ◽  
German Speaking ◽  
Efficacy Research ◽  
Impostor Feelings ◽  
The University

This study contributes to explaining psychological barriers in female university careers by examining the relation between the impostor phenomenon and research self-efficacy in the university context. The impostor phenomenon refers to people who are objectively competent but feel the opposite and therefore fear being unmasked. So far, there have been no data from German-speaking countries concerning the impostor phenomenon at universities; thus, the impostor phenomenon was examined in a sample of 631 (389 female) Austrian doctoral students. One-third of the sample reported moderate to strong impostor feelings. Female doctoral students both suffer more from impostor feelings and show lower research self-efficacy than male doctoral students do. Furthermore, the impostor phenomenon and research self-efficacy are associated with faculty membership. The most important finding is that the impostor phenomenon is negatively related to research self-efficacy. Research self-efficacy is an important indicator for successful university careers; hence, the impostor phenomenon was shown to be a psychological barrier for female university careers. Implications for support programs for female doctoral students are discussed.

Bridging Theory to Practice

2021 ◽  
pp. 132-149
Author(s):  
Ashley Johnston Wicker ◽  
Mindy Crain-Dorough ◽  
Adam C. Elder
Keyword(s):  
Student Engagement ◽  
Instructional Strategies ◽  
Doctoral Students ◽  
Self Efficacy ◽  
Doctoral Dissertation ◽  
Faculty Collaboration ◽  
Theory To Practice ◽  
Theory Application ◽  
Efficacy Research ◽  
Students Success

In this chapter, the authors present concepts of bridging theory to practice for doctoral students in an effort to build their research self-efficacy. Research self-efficacy is essential to doctoral students' success in completing dissertation research, and connecting theory to practice not only benefits doctoral students in the ability to conceptualize research, but it supports the development and enhancement of doctoral student dispositions. Providing these connections as early as possible, and as often as possible, can lead to scholar socialization and higher levels of research self-efficacy. The instructional strategies, including theory application, perspective shifting, and guided reflection, provide the necessary skills to help doctoral students be successful scholars, especially in preparing for the doctoral dissertation, as well as opportunities for faculty collaboration and student engagement.

Impostor Feelings of Music Education Graduate Students

2020 ◽  
Vol 68 (3) ◽  
pp. 249-263
Author(s):  
Wendy L. Sims ◽  
Jane W. Cassidy
Keyword(s):  
Graduate Students ◽  
Music Education ◽  
Doctoral Students ◽  
Graduate School ◽  
Graduate Program ◽  
Impostor Phenomenon ◽  
Full Time ◽  
Face To Face ◽  
Part Time ◽  
Impostor Feelings

Impostor phenomenon (IP) is the psychological construct used to describe potentially debilitating feelings of fraud and fear of being exposed as a phony in individuals who are actually high achieving and successful. The purpose of this study was to investigate the IP feelings of music education graduate students. A total of 130 master’s and doctoral students completed a survey that included the Clance IP Scale, the Graduate Music Student Scale, and demographic items. Results indicated that impostor feelings were present in a substantial percentage of the participants. Full-time student status was associated with stronger IP responses than part-time status, as was working on the degree face-to-face versus hybrid. More frequent and intense impostor feelings were experienced by females versus males, participants ages 26 to 35, students who were not married or in a committed relationship, and those who were the first in their family to attend graduate school. Master’s and doctoral students’ IP responses were not different, but successive year in the graduate program was associated with stronger impostor feelings. Based on the possible detrimental effects of strong impostor feelings, the findings should raise concern for students, their instructors, and their mentors.

Psychometrical Properties of a French Version of the General Self-Efficacy Short Scale (ASKU)

2020 ◽  
Vol 79 (1) ◽  
pp. 15-25
Author(s):  
Jean Philippe Décieux ◽  
Philipp Emanuel Sischka ◽  
Anette Schumacher ◽  
Helmut Willems
Keyword(s):  
Self Efficacy ◽  
Factor Model ◽  
German Version ◽  
French Version ◽  
Context Variable ◽  
Confirmatory Factor ◽  
French Speaking ◽  
German Speaking ◽  
Valid Instrument ◽  
General Self Efficacy

Abstract. General self-efficacy is a central personality trait often evaluated in surveys as context variable. It can be interpreted as a personal coping resource reflecting individual belief in one’s overall competence to perform across a variety of situations. The German-language Allgemeine-Selbstwirksamkeit-Kurzskala (ASKU) is a reliable and valid instrument to assess this disposition in the German-speaking countries based on a three-item equation. This study develops a French version of the ASKU and tests this French version for measurement invariance compared to the original ASKU. A reliable and valid French instrument would make it easy to collect data in the French-speaking countries and allow comparisons between the French and German results. Data were collected on a sample of 1,716 adolescents. Confirmatory factor analysis resulted in a good fit for a single-factor model of the data (in total, French, and German version). Additionally, construct validity was assessed by elucidating intercorrelations between the ASKU and different factors that should theoretically be related to ASKU. Furthermore, we confirmed configural and metric as well as scalar invariance between the different language versions, meaning that all forms of statistical comparison between the developed French version and the original German version are allowed.

Factors related to the impostor phenomenon in psychology doctoral students.

2020 ◽  
Author(s):  
Shushan Tigranyan ◽  
Dacoda R. Byington ◽  
Diana Liupakorn ◽  
Alexis Hicks ◽  
Sarah Lombardi ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Impostor Phenomenon ◽  
Psychology Doctoral Students ◽  
Psychology Doctoral

In Memoriam. Professor Stefan ERNST

2015 ◽  
Vol 39 (4) ◽  
pp. 665-666
Author(s):  
Mirosław Chorazewski
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
Unexpected Death ◽  
Uranyl Compounds ◽  
Liquid Phases ◽  
German Speaking ◽  
In Memoriam ◽  
The University ◽  
Phd Thesis ◽  
Molecular Acoustics

Abstract It is with great sadness that we inform our readers about the recent death of Professor Stefan Ernst. Stefan Ernst was born in Piaśniki, Upper Silesia, on November 03, 1934, to parents of Polish-German descent. His primary education started during the war at a German-speaking school in Wirek and continued in Olesno, where he also got his secondary education. As chemistry studies were not yet available at the University ofWrocław in 1953, he started studying biology and switched to chemistry a year later. He received his master’s degree in chemistry in 1959, as one of the first graduates in that major. Then, he started his work on application of thermodynamics and molecular acoustics in investigation of liquid phases under the guidance of the Prof. Bogusława Jeżowska-Trzebiatowska. On 28 November 1967, he defended his PhD thesis entitled “Association-Dissociation Equilibria and the Structure of Uranyl Compounds in Organic Solvents” at the University of Wrocław. Professor Stefan Ernst was a linguist, a polyglot, a renowned thermodynamisist and a researcher of molecular acoustics. With great regret and shock we have learned of his sudden and unexpected death on August 03, 2014, in a hospital in Kraków.

INTRODUCTION TO RISK AND SAFETY OF AIR NAVIGATION

2020 ◽  
Author(s):  
Fedja Netjasov
Keyword(s):  
Doctoral Students ◽  
Traffic Engineering ◽  
International Standards ◽  
Air Transport ◽  
Civil Aviation ◽  
Undergraduate Studies ◽  
Recommended Practices ◽  
The University ◽  
Navigation Safety

"Introduction to Risk and Safety of Air Navigation" is an authorized script compiled on the basis of the curriculum of the course "Introduction to Risk and Safety of Air Navigation" which is taught in undergraduate studies at the University of Belgrade - Faculty of Transport and Traffic Engineering. The scripts are primarily intended for students of undergraduate (bachelor) studies at the Department of Air Transport and Traffic at the University of Belgrade - Faculty of Transport and Traffic Engineering. Scripts can be useful to both master's and doctoral students at the University of Belgrade - Faculty of Transport and Traffic Engineering, especially those who have not completed undergraduate studies at the Department of Air Transport and Traffic. They can also be useful to air transport and aeronautical engineers in order to expand and update knowledge in the field of air navigation safety. The material presented in these scripts relates mainly to civil aviation and is largely based on international standards, recommended practices, regulations and documents which deal with issues related to air navigation safety. As these standards, regulations and documents are subject to frequent changes and alterations, users of these scripts are advised to also use the original (updated) documents, which are listed in the references, in order to take into account any changes that have occurred after the release of the scripts.

scholarly journals Delivering and Embedding Dementia-Friendly Training in a Healthcare System

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 160-161
Author(s):  
Ellen Schneider ◽  
Maureen Dale ◽  
Krista Wells ◽  
John Gotelli ◽  
Carol Julian ◽  
...  
Keyword(s):  
North Carolina ◽  
Self Efficacy ◽  
Hospital Staff ◽  
Clinical Staff ◽  
Pilot Training ◽  
Readmission Rates ◽  
Dementia Patients ◽  
People With Dementia ◽  
Aging And Health ◽  
The University

Abstract Alzheimer’s disease is the 4th leading cause of death in North Carolina for people 65 and older. People with dementia are hospitalized more often and have prolonged stays, poorer outcomes, higher costs, and increased readmission rates. Hospital employees have expressed the desire to have specialized training to learn how to more effectively communicate with and provide better care to patients with dementia. To address identified patient and hospital employee needs, the University of North Carolina (UNC) Center for Aging and Health is disseminating hospital-specific dementia-friendly training at five hospitals within the UNC Health System. The training is being delivered via online modules and follow-up didactic sessions over a three-year period to clinical and non-clinical staff who interact with patients. To date, 1,948 employees at three of the five hospitals have launched the online training; 1,102 have completed the training. The pilot training took place at the UNC Hospitals--Hillsborough Campus (“Hillsborough Hospital”) in 2019. Hillsborough Hospital staff (n=195) who participated in the dementia friendly training completed a survey to assess their ability to recognize symptoms and provide appropriate care to dementia patients pre- and post-training. Clinical staff answered 23 Likert scale self-efficacy questions; non-clinical staff answered the first 12 of these questions. Positive change in self-efficacy ratings from pre- to post-training was significant for every question (p < .0001). Additional results will be included in the poster. The dementia-friendly hospital initiative is preparing employees to provide better care for people with dementia and is effective in increasing employee self-efficacy.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

PERSONALITIES OF PSYCHOLOGY STUDENTS DYNAMIC FEATURES OF SELF-EFFICIENCY

2020 ◽  
Vol 65 (4) ◽  
pp. 170-177
Author(s):  
N. A. Kudusheva ◽  
◽  
I. K. Amanova ◽  
Keyword(s):  
Self Efficacy ◽  
Psychology Students ◽  
Dynamic Features ◽  
Actual Problem ◽  
Theoretical Approaches ◽  
The University ◽  
Multicomponent Nature ◽  
Independent Work ◽  
The Relationship ◽  
Linear Nature

The article deals with the problem of the dynamics of personal self-efficacy of psychology students during their studies at the University. Theoretical approaches to understanding the term "self-efficacy" and its relation to related concepts related to psychological confidence and personal potential are analyzed.The actual problem of personal self-efficacy of psychology students is discussed.The results of an empirical study of the dynamic characteristics of self-efficacy of a sample of 80 students are presented, and statistical indicators of subject self-efficacy and development of self-efficacy in communication, their relationship with the motivation for choosing a profession and the level of self-attitude are determined.Dynamism, integrity and multicomponent nature of self-efficacy; non-linear nature of its development at different stages of training; the relationship between the level of self-efficacy development and the experience of independent work.

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