SELF-COMPASSION OF IMPOSTER SYNDROME TOWARDS ACADEMIC ACHIEVEMENT: BASIS FOR PSYCHOLOGICAL INTERVENTION

Abstract

Impostor Syndrome describes a pattern where individuals, despite their achievements, are plagued by self-doubt, leading to anxiety and the fear of being exposed as frauds. Some students may experience it without noticing the symptoms. This study aims to investigate the relationship between self-compassion and impostor syndrome in relation to academic achievement.   It is significant within the research context because impostor syndrome may hinder academic achievement and overall well-being. Understanding how self-compassion might mitigate its effects could inform effective psychological interventions. By using a descriptive quantitative research design, researchers collected data through surveys and questionnaires designed to capture impostor syndrome experiences using the Clance IP Scale and self-compassion levels using the Self-Compassion Scale–Short Form (SCS-SF) by Neff et al.   Both domain questionnaires were freely available to the public and could be used with the authors' permission.  The respondents were selected based on the characteristics needed for the sample. A predetermined set of criteria ensured that only those who met the specific characteristics were included in the sample, such as first-year to fourth-year BS Psychology students at Bestlink College of the Philippines who belong to the ACAEX Scholarship program. The study ensured compliance with the Data Privacy Act of 2021. Personal data from questionnaires will be securely stored and accessible only to authorized researchers, maintaining respondent confidentiality. The results show that the majority level of impostor syndrome was frequent, while self-compassion was moderate. The key findings include the level of impostor syndrome in academic achievement, self-compassion, and the relationship between the two variables. These findings can serve as a basis for psychological interventions aimed at enhancing strategies for managing impostor syndrome and fostering academic success through self-compassion. Overall, there is a significant relationship between impostor syndrome, academic achievement, and self-compassion. These findings are supported by existing literature, highlighting the need to address impostor syndrome in academic settings and foster self-compassion. This underscores the importance of proposing psychological interventions for students.