Imposter Syndrome among Boarding Students of Pakistan: A Case Study of WAPDA Cadet College Tarbela

Abstract

This study study explores the impact of Imposter Syndrome (IS) on the mental well-being of boarding students at Wapda Cadet College Tarbela in Pakistan, emphasizing the roles of self-esteem, anxiety, and academic performance as mediators. Imposter Syndrome, characterized by feelings of self-doubt and inadequacy, is prevalent in high-achievement settings and can lead to chronic stress and reduced mental health. Using a quantitative research design, data were gathered from students through self-report questionnaires on IS, self-esteem, anxiety, academic performance, and mental well-being. The analysis revealed that IS significantly correlates with heightened anxiety and reduced self-esteem, which, in turn, contributes to decreased mental well-being. Additionally, academic pressures and social comparison further exacerbate IS symptoms, intensifying students' struggles with self-doubt. Findings suggest that IS negatively impacts students' overall mental health and academic experiences, underscoring the need for school-based support interventions. The study recommends strategies to promote positive self-assessment, resilience, and healthy coping mechanisms in boarding school settings to alleviate IS-related stress and foster students' mental and academic growth.