IMPOSTOR PHENOMENON, PSYCHOLOGICAL CAPITAL, AND ACADEMIC BURNOUT AMONG POSTGRADUATE STUDENTS
DOI:
https://doi.org/10.65009/xa2rcc71Keywords:
Impostor Phenomenon, Psychological Capital, Academic Burnout, Postgraduate Students, Mental Health.,,Abstract
The transition to postgraduate education presents numerous academic, psychological, and
professional challenges. Students often experience high academic expectations, increased
workload, and uncertainty about future careers. These demands may contribute to feelings of self
doubt, known as the Impostor Phenomenon (IP), and lead to Academic Burnout (AB).
Conversely, Psychological Capital (PsyCap), comprising hope, self-efficacy, resilience, and
optimism, may serve as a protective factor against burnout. The present study examined the
relationships among Impostor Phenomenon, Psychological Capital, and Academic Burnout among
postgraduate students. A quantitative correlational research design was employed with a sample
of 50 postgraduate students selected through convenience sampling from colleges and
universities. Data were collected using standardized psychological scales. Descriptive statistics,
Pearson's correlation, and multiple regression analysis were used for data analysis. The findings
indicated a significant positive relationship between Impostor Phenomenon and Academic
Burnout (r = .61, p < .01), while Psychological Capital showed a significant negative relationship
with both Impostor Phenomenon (r = –.47, p < .01) and Academic Burnout (r = –.58, p < .01).
Regression analysis revealed that Impostor Phenomenon and Psychological Capital jointly
explained 46% of the variance in Academic Burnout (R² = .46). The study highlights the
importance of enhancing Psychological Capital to reduce burnout and improve academic well
being among postgraduate students.
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