ERIC Number: EJ1178888
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
The Relation of the Impostor Phenomenon to Future Intentions of Mathematics-Related School and Work
Blondeau, Lauren A.; Awad, Germine H.
Journal of Career Development, v45 n3 p253-267 Jun 2018
Currently, the number of science, technology, engineering, and mathematics (STEM) jobs are expanding faster than the U.S. labor market; yet many individuals with STEM degrees choose to work in other fields. The present study uses social cognitive career theory as a framework for researching the impact of several variables on future expectations to continue in STEM. We measured math self-efficacy with the Patterns of Adaptive Learning Scales and impostorism from the Clance Impostor Phenomenon Scale. New measures of interest and future intentions were created. One hundred twenty-one undergraduates (47.1% women; median age = 21.00) enrolled in STEM majors completed an online survey. We hypothesized that math self-efficacy and interest would significantly predict future expectations and that impostorism would significantly add to this prediction. This theory was analyzed with a hierarchical multiple regression, and the hypothesis was supported by data from men. In the women's model, only interest emerged as a significant predictor. Implications are discussed.
Descriptors: Self Efficacy, STEM Education, Surveys, Regression (Statistics), Undergraduate Students, Statistical Analysis, Mathematics Instruction, Gender Differences, Hypothesis Testing, Social Theories, Career Choice, Likert Scales
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A