The interaction of imposter phenomenon and research self-efficacy on counselor educator scholarly productivity

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jordan L. Austin (Creator)
Carrie A. Wachter Morris, Associate Professor & School Counseling Coordinator (Creator)
Lindsey K. Umstead (Creator)
Kelly L. Wester, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Research self-efficacy, imposter phenomenon, and scholarly productivity were explored among a sample of 247 counselor educators. In most cases, feeling like an imposter hindered scholarly productivity; however, the interaction of a moderate to frequent amount of imposter feelings with high research self-efficacy increased scholarly productivity.

Additional Information

Counselor Education and Supervision, 59(4), 316-325.
Language: English
Date: 2020
imposter phenomenon, research self-efficacy, scholarly productivity, counselor educators, achievement goal theory

Email this document to