Impostor Phenomenon Among Saudi University Students: Associations with Maladaptive Perfectionism, Self-Efficacy, and Psychological Well-being

The impostor phenomenon (IP) is a widespread psychological experience characterized by persistent self-doubt and a fear of being exposed as intellectually inadequate, even in the face of clear evidence of competence. While international attention to IP has grown, research examining its intricate connections with maladaptive perfectionism, self-efficacy, sense of belonging, and overall well-being within Middle Eastern university contexts remains relatively limited. A recent study conducted among undergraduate students at Taibah University in Saudi Arabia sheds new light on these complex relationships, revealing significant associations that underscore the importance of cognitive and emotional factors in shaping students’ academic and psychological experiences.

Understanding the Impostor Phenomenon in Higher Education

The impostor phenomenon, first identified by psychologists Pauline Clance and Suzanne Imes in 1978, describes an internal experience of intellectual fraudulence and chronic self-doubt. Individuals grappling with IP often attribute their successes to external factors such as luck, timing, or the perception of having "fooled" others, rather than to their own abilities or efforts. This can lead to a pervasive fear of being unmasked as incompetent, despite objective achievements.

Higher education settings, with their inherent pressures of continuous evaluation, academic rigor, and social comparison, can serve as fertile ground for the emergence and exacerbation of impostor feelings. Research has consistently linked IP to a range of negative psychological outcomes, including increased anxiety, depression, burnout, and a general reduction in psychological well-being. As universities worldwide, and particularly in Saudi Arabia, have seen significant expansion and an intensified focus on academic competitiveness, understanding these psychological underpinnings becomes increasingly critical for student support and success.

Key Findings from the Taibah University Study

The cross-sectional study, involving 505 undergraduate students at Taibah University, employed validated psychometric measures to explore the associations between IP and several key psychological constructs. The findings revealed a nuanced interplay between these factors:

• Maladaptive Perfectionism and IP: A moderate positive association was observed between impostor phenomenon and maladaptive perfectionism. This suggests that students who exhibit excessive self-criticism, are overly concerned about mistakes, and engage in negative self-evaluation are more likely to experience feelings of being an impostor. This aligns with theoretical perspectives suggesting that perfectionistic tendencies can fuel the fear of failure and the perception of inadequacy.

• Self-Efficacy and IP: A weak negative association was found between IP and self-efficacy, meaning that as impostor feelings increased, perceived self-efficacy tended to decrease. Conversely, higher self-efficacy was associated with lower levels of impostorism. This finding is consistent with Social Cognitive Theory, which posits that an individual’s belief in their capacity to execute behaviors necessary to produce specific performance attainments plays a crucial role in psychological functioning. Lower self-efficacy can contribute to a greater likelihood of attributing success to external factors, thus reinforcing impostor feelings.

• Happiness and IP: A weak negative association was also identified between IP and happiness. Students experiencing higher levels of impostorism reported lower levels of subjective happiness. This highlights the detrimental impact of persistent self-doubt on overall emotional well-being.

• Self-Efficacy, Happiness, and Belonging: The study further indicated that self-efficacy is a strong predictor of positive psychological outcomes. Moderate positive associations were found between self-efficacy and both happiness and sense of belonging. This suggests that a strong belief in one’s capabilities is fundamental to experiencing joy and feeling connected within the academic community.

• Academic Discipline Differences: Intriguingly, the study found that students from administrative and humanities colleges reported higher IP scores compared to their counterparts in health and scientific colleges. This observation is noteworthy, as some previous research has indicated higher IP prevalence in STEM fields. The findings suggest that contextual factors within different academic disciplines, such as perceived career uncertainty or the nature of academic evaluation, may influence the expression of impostor experiences.

Methodological Approach and Data Analysis

The research utilized a cross-sectional design, collecting data from 505 undergraduate students at Taibah University between September and December 2025. Participants completed an online questionnaire administered in Arabic, comprising validated scales for assessing impostor phenomenon (Clance Impostor Phenomenon Scale – CIPS), self-efficacy (New General Self-Efficacy Scale – NGSE), maladaptive perfectionism (self-critical dimension of the Big Three Perfectionism Scale-Short Form – BTPS-SF), happiness (Oxford Happiness Questionnaire – OHQ), sense of belonging, and perceived academic competition.

Data analysis involved descriptive statistics, independent-samples t-tests, and one-way ANOVA to compare group differences. Pearson correlation coefficients were computed to examine bivariate associations. Crucially, inferential statistics and bootstrapped indirect association analyses using Hayes’ PROCESS Model 4 were employed to explore mediation patterns. While this model is often used for mediation, the study’s authors emphasized that the cross-sectional design precludes causal inference, and the results should be interpreted as patterns of statistical association. Bootstrapping with 5,000 resamples was used to estimate indirect effects, with significance determined by confidence intervals not including zero.

Implications for Student Support and Well-being

The findings from this study carry significant implications for universities seeking to support student mental health and academic success. The strong link between maladaptive perfectionism and IP suggests that interventions aimed at fostering healthier coping mechanisms for academic pressures, reducing self-criticism, and promoting a more balanced approach to achievement could be highly beneficial. This might include workshops on stress management, cognitive restructuring techniques, and mindfulness.

The robust positive association between self-efficacy and both happiness and sense of belonging underscores the importance of initiatives designed to bolster students’ confidence in their abilities. This could involve providing opportunities for skill development, constructive feedback, mentorship programs, and celebrating incremental successes. Creating an environment where students feel capable and supported is paramount.

The observed differences in IP scores across academic disciplines warrant further investigation. Universities might consider tailoring support services to address the specific challenges faced by students in different fields. For example, disciplines with higher reported IP might benefit from targeted psychoeducational programs that normalize self-doubt and provide strategies for managing it.

Addressing Limitations and Future Directions

The researchers acknowledge several limitations inherent in the study design. The cross-sectional nature means that causal relationships cannot be definitively established. The findings represent associations observed at a single point in time, and longitudinal studies are needed to track how these psychological constructs evolve and influence each other over the course of a student’s academic journey. Furthermore, the use of convenience and snowball sampling methods may limit the generalizability of the findings, as not all students had an equal chance of participation. Future research could benefit from employing more diverse sampling strategies and conducting multi-institutional studies to enhance representativeness.

The study also employed a brief two-item scale for perceived academic competition, which, while yielding a strong association with sense of belonging, might not fully capture the construct’s complexity. Future research could utilize more comprehensive measures of academic competition and other related psychosocial factors to gain a deeper understanding of their interplay.

Moreover, while validated instruments were used and translation procedures were rigorous, formal construct validation through confirmatory factor analysis within the specific Saudi context would strengthen future research. The reliance on self-report measures also introduces the potential for response biases, such as social desirability.

Looking ahead, longitudinal and experimental designs are recommended to explore the dynamic interplay between IP, perfectionism, and self-efficacy. Incorporating broader contextual factors, such as family dynamics, parental educational background, and sociocultural influences, could provide a more holistic understanding of the roots of impostor experiences. Cross-cultural research would also be invaluable in determining the extent to which these findings are universal or specific to the Saudi context.

Conclusion

The study at Taibah University provides valuable insights into the psychological landscape of impostor phenomenon among Saudi university students. The findings clearly indicate that IP is not an isolated experience but is interwoven with maladaptive perfectionism, self-efficacy, and overall psychological well-being. The moderate positive link with maladaptive perfectionism and the weak negative links with self-efficacy and happiness highlight specific areas for intervention.

The strong positive associations between self-efficacy and both happiness and a sense of belonging emphasize its role as a protective factor and a cornerstone of positive student experience. While the cross-sectional design necessitates cautious interpretation, the study’s results serve as a critical foundation for developing targeted support systems and fostering more resilient and thriving student populations within Saudi higher education institutions and potentially beyond. The call for further longitudinal and cross-cultural research underscores the ongoing need to deepen our understanding of this complex psychological phenomenon.