Relationship between Impostor Phenomenon, Self Handicapping and Self Esteem among Medical Students

Abstract

This research investigated the relationship between the impostor phenomenon, self-esteem, and self-handicapping among medical students in Rawalpindi and Islamabad using a cross sectional correlational research design. A total of 231 medical students, aged between 17 and 30 years, including 79 males and 151 females, were selected via purposive sampling. Each participant completed the Clance Impostor Phenomenon Scale (Clance, 1985), the Self Handicapping Scale (Strube, 1986), the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and a form to provide their demographic information. The Pearson Product-Moment Correlation indicated that self-esteem is significantly negatively correlated with the impostor phenomenon, whereas self-handicapping is positively correlated with the impostor phenomenon. A simple linear regression analysis indicated that greater levels of impostor syndrome were linked to lower self-esteem and increased occurrences of self-handicapping. Independent samples t-tests showed no notable differences between genders regarding the impostor phenomenon, self handicapping, or self-esteem. A one-way ANOVA found no significant differences related to sleep duration or academic year, but did reveal significant variances in self-esteem and self handicapping based on study hours, with students who studied for fewer than 4 hours or between 2 to 4 hours exhibiting higher self-handicapping and lower self-esteem than those who studied for more than 5 hours. Additionally, students reporting higher academic pressure exhibited significantly higher impostor phenomenon and lower self-esteem. These findings highlight the psychological challenges faced by medical students and underscore the need for academic and psychological interventions that focus on coping strategies, balanced study routines, and stress management.