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ERIC Number: EJ1125616
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-877X
EISSN: N/A
Using the Assessment Process to Overcome Imposter Syndrome in Mature Students
Chapman, Amanda
Journal of Further and Higher Education, v41 n2 p112-119 2017
This research draws on the experience of a group of mature students' studies during their first year at university. All experienced varying degrees of Imposter Syndrome, feelings of fraudulence and a lack of confidence in their ability. The process of "becoming" a mature student is one of identity change and risk. Gaining a sense of belonging to the institution and academia is an important part of the transition year, but the assimilation into the culture of university life can be problematic. The first assessment for all students can be seen as a "rite of passage" on the journey of "belonging". So for mature students who may have had a substantial gap in their education, this can be a critical moment in their progression through the transition year. Negotiation through the culture and language of academia can lead to misunderstanding and self-doubt, and the process of assessment can be an emotional journey for some students. In this article the students describe their experiences of the assessment process and their need for feedback. Facing the judgement of their peer group and the academic staff was a particular fear of most of the students, as was the difficulty in both "getting started" on and "letting go" of their written work. The article concludes with a discussion of the role of assessment in relation to confidence building and to overcoming Imposter Syndrome.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A