Achievement Goals, Imposter Syndrome, and Psychological Distress among Female STEM Students: A Structural Equation Model
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| Title: | Achievement Goals, Imposter Syndrome, and Psychological Distress among Female STEM Students: A Structural Equation Model |
|---|---|
| Language: | English |
| Authors: | Yao Yang (ORCID |
| Source: | Journal of College Student Retention: Research, Theory & Practice. 2026 27(4):1056-1081. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Stress Variables, Self Concept, Achievement, Goal Orientation, Minority Group Students, First Generation College Students, Student Characteristics, Mental Health, Well Being, Academic Persistence, College Students, Depression (Psychology), Anxiety |
| Assessment and Survey Identifiers: | Brief Symptom Inventory |
| DOI: | 10.1177/15210251231219933 |
| ISSN: | 1521-0251 1541-4167 |
| Abstract: | Psychological distress can influence a student's decision-making process regarding whether to persist in their academic journey. This study examined the influence of achievement goals and imposter syndrome on female STEM college students' psychological distress. It involved 395 participants, with 37.72% identifying as minoritized and 44.05% as first-generation students, who completed an online survey. Findings of structural equation modeling indicated that higher imposter syndrome levels mediated the link between performance-avoidance and mastery-avoidance goals and psychological distress. Conversely, emphasizing mastery-approach goals was linked to lower imposter syndrome levels, reducing psychological distress. Multigroup analyses revealed these effects were consistent across different student groups, regardless of their minoritized status. But these effects are different between first-generation and continuing-generation college students. This suggests that educational institutions can implement strategies to support the mental wellbeing and retention of female STEM students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494403 |
| Database: | ERIC |
| Abstract: | Psychological distress can influence a student's decision-making process regarding whether to persist in their academic journey. This study examined the influence of achievement goals and imposter syndrome on female STEM college students' psychological distress. It involved 395 participants, with 37.72% identifying as minoritized and 44.05% as first-generation students, who completed an online survey. Findings of structural equation modeling indicated that higher imposter syndrome levels mediated the link between performance-avoidance and mastery-avoidance goals and psychological distress. Conversely, emphasizing mastery-approach goals was linked to lower imposter syndrome levels, reducing psychological distress. Multigroup analyses revealed these effects were consistent across different student groups, regardless of their minoritized status. But these effects are different between first-generation and continuing-generation college students. This suggests that educational institutions can implement strategies to support the mental wellbeing and retention of female STEM students. |
|---|---|
| ISSN: | 1521-0251 1541-4167 |
| DOI: | 10.1177/15210251231219933 |
