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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 0000-0003-3387-6474), Chunyu Xu (ORCID 0000-0003-2715-4707), Tugce Karatas (ORCID 0000-0003-2526-6895), Tybresha E. Glass (ORCID 0000-0002-7278-0443), Yukiko Maeda (ORCID 0000-0001-5903-6823)
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
FullText Text:
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  Data: Achievement Goals, Imposter Syndrome, and Psychological Distress among Female STEM Students: A Structural Equation Model
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  Data: <searchLink fieldCode="AR" term="%22Yao+Yang%22">Yao Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3387-6474">0000-0003-3387-6474</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chunyu+Xu%22">Chunyu Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2715-4707">0000-0003-2715-4707</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tugce+Karatas%22">Tugce Karatas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2526-6895">0000-0003-2526-6895</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tybresha+E%2E+Glass%22">Tybresha E. Glass</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7278-0443">0000-0002-7278-0443</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yukiko+Maeda%22">Yukiko Maeda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5903-6823">0000-0001-5903-6823</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Student+Retention%3A+Research%2C+Theory+%26+Practice%22"><i>Journal of College Student Retention: Research, Theory & Practice</i></searchLink>. 2026 27(4):1056-1081.
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  Data: 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
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  Data: 26
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  Data: 10.1177/15210251231219933
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  Data: 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.
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  Data: 2026
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  Data: EJ1494403
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        Value: 10.1177/15210251231219933
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      – Text: English
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        PageCount: 26
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      – SubjectFull: Stress Variables
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      – SubjectFull: Self Concept
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      – SubjectFull: Achievement
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      – SubjectFull: Minority Group Students
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      – TitleFull: Achievement Goals, Imposter Syndrome, and Psychological Distress among Female STEM Students: A Structural Equation Model
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