Imposter Syndrome and Motivation

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The question was posed. There was a need to respond.

How do you think attribution theory relates to imposter syndrome and gender?

The attribution theory of motivation, to quote a classmate’s discussion response, “the individual’s focus on why success or failure occurred affects that individual’s future expectancies, self-efficacy, and affect” (Sen, A. 2018). I’ve had personal experience with imposter syndrome and see it as an internal lack of confidence when qualities and qualifications don’t match external factors. This self doubt is tied to motivation, through self-efficacy.

Linnenbrink and Pintrich (2002) explore the “families of motivational beliefs (self-efficacy, attributions, intrinsic motivation, and goal orientations)” (p. 314). They go on to state that “Self-efficacy is assumed to be situated and contextualized, not a general belief about self-concept or self-esteem.” (p. 315). So for those who experience imposter syndrome, it could be a lack of self-efficacy that is impacting confidence and motivation, but it could be the context within which the academic is working. Without a supportive network, built on trusting relationships, where clarifying strategies are provided as constructive feedback, the academic, irrespective of gender, would have self-doubts about efficacy.

I’m lucky, or strategic in how my personal learning network has been shaped, since I have friends and colleagues who readily provide structured and critical feedback in both my professional and academic work. The imposter syndrome I face comes from the external world, where I fear being judged and found lacking. Yet, the more I do, the more confidence and motivation I gain. I’m not sure I agree with Persky (2018) when he suggests that imposter syndrome “provides motivation to persevere” (p. 86). For me, these moments of impostering don’t create the sense that I can get through it. These moments create times when I withdraw and do nothing, rather than persevere.

References

Linnenbrink, E. & Pintrich, P. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.

Persky, A. (2018). Commentary: Intellectual self-doubt and how to get out of it. American Journal of Pharmaceutical Education, 82(2), 86-87.