The Mediating Role Of Self-Efficacy In The Relationship Between Impostor Phenomenon And Psychological WellBeing Among Women Academics

Abstract

The impostor phenomenon has attracted increasing scholarly attention because of its potential implications for professional development, self-perception, and psychological well-being in academic settings. Women academics may experience persistent self-doubt, fear of being exposed as less competent than others perceive them to be, and difficulties internalizing their professional achievements. These experiences may undermine their confidence in their capabilities and adversely affect their psychological well-being. This article aims to examine the mediating role of self-efficacy in the relationship between the impostor phenomenon and psychological well-being among women academics. It focuses on the theoretical relationships between impostor experiences, perceived personal competence, and positive psychological functioning. The study also highlights the importance of considering individual psychological resources and institutional conditions when addressing the wellbeing of women in academia. Understanding these relationships may contribute to the development of evidence-based psychological support strategies and institutional practices that promote professional confidence, resilience, and sustainable academic careers