PREVALENCE OF IMPOSTER SYNDROME AND ITS ASSOCIATION WITH SELF-ESTEEM AMONG UNDERGRADUATE PHYSIOTHERAPY STUDENTS IN KARACHI: A CROSS-SECTIONAL STUDY

Abstract

Introduction:  Imposter syndrome is a tendency to experience frequent feelings of self-doubt, inadequacy, and fear of being exposed as incompetent, despite evidence of one’s ability or successs. Low self-esteem is another feature of individuals suffering from imposter syndrome; the lower that the self-esteem, the higher the possibility that people will question their competency. Left unchecked, it might have lifelong negative implications on them as adults in terms of psychological distress as a result of imposter syndrome.

Objectives: To assess the prevalence of imposter syndrome and it’s association with self-esteem among undergraduate physiotherapy students.

Methods: The study is cross-sectional and includes participants from various institutes like LNSOP, UMDC, JPMC, JSMU, DUHS, Ziauddin university, Indus university. It involves 930 undergraduate physiotherapy students, excluding those with psychological illness.

Result: The study surveyed 930 undergraduate physiotherapy students in Karachi, with 77.2% female and 69.4% over 20 years old. Most were third-year students with GPAs between 3.0 and 3.7. Findings revealed that imposter syndrome (IP) was influenced by several factors. Males reported lower incidences of both mild (71.9%) and frequent (82.0%) IP than females. Older students experienced IP more frequently, while freshmen reported the least. Students with GPAs below 2.9 had fewer mild IP occurrences, and those with higher family pressure reported more IP. A strong negative correlation was found between self-esteem and IP, with high-esteem students mainly experiencing mild IP, while low-esteem students reported only severe IP. This highlights the role of self-esteem in mitigating IP.

Conclusion: For the first time to our knowledge, This study highlights the impact of perceived family pressure on imposter syndrome among undergraduate physiotherapy students, showing that family expectations contribute to low self-esteem, a key factor in feelings of inadequacy. It suggests the need for interventions that foster supportive family environments and boost self-esteem to reduce imposter syndrome and improve student confidence and academic success.