Relationship Between Impostor Phenomenon and Parenting Styles on Short-Term Learning

scroll

Keywords:

Impostor Phenomenon, Parenting Styles, Short-Term Learning

Presented by:

Sérgio P. da Silva, Cornerstone University

Key Statement:

We present results from research on how parenting styles and the Impostor Phenomenon explain students’ learning during one instructional video clip.

Abstract:

We administered the Parental Authority Questionnaire and the Impostor Phenomenon Scale to 120 consenting college students. We also pretested and post-tested information from a 5-min video clip we showed to the participants. We calculated the proportion of posttest to pretest as an index of learning. We used a multiple linear regression model entering the scores on permissive, authoritarian, and authoritative parenting styles, and the scores on the Impostor Phenomenon as independent variables, and the learning scores as dependent variable. Results showed a significant but small effect of the Impostor Phenomenon on learning.

Learning Outcomes:

1. Describe the relationship between parenting styles and short-term learning.
2. Describe the extent to which the impostor phenomenon explains to short-term learning.
3. Articulate one strategy to reduce the students’ sense of being impostors.

Hear it from the author:

Relationship Between Impostor Phenomenon and Parenting Styles on Short-Term LearningSérgio P. da Silva, Cornerstone University

00:00 / 01:13

TRANSCRIPT:

Several studies have shown a direct association between an authoritative parenting style (i.e., demanding and nurturing) and high academic performance. Other studies have also suggested that high academic performance is often accompanied by fear of being exposed as an impostor, known as the impostor phenomenon.

We recruited 120 consenting college students to investigate whether parenting styles explained the variability of scores obtained in one short teaching section and whether the impostor phenomenon explained additional variability.

Our data did not show a significant association between authoritative parenting styles and performance in a short-term learning task. However, we found a significant direct relationship between the impostor phenomenon and task performance.

Our results suggest the need to create teaching methods that increase self-efficacy and reduce fear of failure and performance anxiety.

DOWNLOAD POSTER

References

DeWard, K. G., Farrell, G. V., & da Silva, S. Pl. (2023, October). Body Image and Shame, Guilt, and Pride in Female Collegiate Athletes: A Pilot Investigation. Poster presented at the Lilly Conference on College and University Teaching and Learning, Traverse City, MI.

Dykema, K., Krause, H., & da Silva, S. P. (2022, October). Why Do Good Students Believe They Are Impostors? Poster presented at the Lilly Conference on College and University Teaching and Learning, Traverse City, MI.

Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 28(3), 475-493. doi:https://doi.org/10.1007/s10648-015-9338-y

Vanden Berge. W., Hawke, S., & da Silva, S. P. (2023, October). Test Difficulty and Class Year Effects on Impostor Phenomenon. Poster presented at the Lilly Conference on College and University Teaching and Learning, Traverse City, MI.