Why Impostor Syndrome Disrupts Learning And Skill Growth And How We Can Beat It

"How many times have you heard one of your peers talk about impostor syndrome? This topic, describing the persistent belief that one's achievements are undeserved, is frequently heard in films, TV, and even among your friends. But while it's natural to second-guess yourself sometimes, experiencing impostor thoughts can have disruptive effects on your long-term goals. Science says it can erode your engagement, learning outcomes, and professional growth efforts-not to mention your well-being."

"Although it was first described in 1978 in relation to high-achieving women, [1] impostor syndrome now appears across demographics, contexts, and industries. Marked by chronic self-doubt and an inability to internalize success, those experiencing it attribute achievements to luck, timing, or other external factors. Simultaneously, they view failures as evidence of their own inherent inadequacy, further intensifying anxiety, perfectionism, and behaviors aimed at masking insecurity."

"In a learning environment, impostor syndrome may manifest as over-preparing for minor assessments, avoiding collaboration out of fear of exposure as fraudulent, or giving up more specialized modules despite having previously demonstrated competence. Generally, impostor feelings fluctuate with context, and their activation is shaped by the learning environment. For example, a professional may feel confident and capable in their work environment, but fraudulent in an online course surrounded by peers with credentials due to social evaluation and comparison anxiety."

Impostor syndrome is characterized by chronic self-doubt and an inability to internalize success, leading people to attribute achievements to luck or external factors. The phenomenon appears across demographics and industries despite early descriptions focused on high-achieving women. In learning contexts, it prompts over-preparation, procrastination, avoidance of collaboration, and premature withdrawal from advanced modules. Impostor feelings fluctuate with context and are amplified by social evaluation, comparison, and unfamiliar learning environments. The resulting cycle of self-sabotage reduces engagement, impairs learning outcomes, and undermines professional growth and well-being. Addressing these dynamics is essential for effective learning and skill development.

Read at eLearning Industry