To Study the Effects of Perfectionism on Imposter Syndrome and Identity Distress among College Students.

Abstract

The transition to college represents a critical developmental phase during which students are expected to explore their identities, establish autonomy, and navigate heightened academic and social demands. For students with histories of parentification — a family dynamic involving role reversal wherein children assume adult-like emotional or instrumental responsibilities — this period may be particularly challenging. The present study was designed to investigate the effects of parentification on imposter syndrome and identity distress among college students, and to examine the mediating role of parentification in the relationship between imposter syndrome and identity distress. A quantitative cross-sectional correlational research design was employed. The sample comprised 150 college students (52% female, 48% male) aged 18–25 years, recruited through purposive sampling from urban academic institutions. Three psychometrically validated self-report instruments were administered: the Parentification Scale (PS; Mika et al., 1987), the Clance Imposter Phenomenon Scale (CIPS; Clance, 1985), and the Identity Distress Survey (IDS; Berman et al., 2004). Data were analysed using SPSS and PROCESS MACRO (Model 4). Results revealed a strong and statistically significant positive correlation between imposter syndrome and identity distress (r = .64, p < .01). Regression analysis confirmed that imposter syndrome was a robust predictor of identity distress (β = .64, t = 10.15, p < .001), accounting for approximately 41% of the variance (R² = .41). In contrast, parentification did not significantly correlate with either imposter syndrome (r = .03, p > .05) or identity distress (r = .09, p > .05), and the mediation analysis revealed a non-significant indirect effect (ab = .003, 95% Boot CI [−.020, .042]), indicating that parentification does not mediate the imposter syndrome–identity distress relationship. These findings highlight imposter syndrome as a primary psychological pathway to identity distress in college students. The study carries significant implications for campus mental health services, counselling psychologists, and educational policymakers, underscoring the need for targeted imposter syndrome interventions — including cognitive-behavioural approaches, peer mentoring programs, and identity-focused therapeutic strategies — to reduce identity-related distress and promote psychological well-being among emerging xii adults. Future research should employ longitudinal designs, culturally adapted measures, and multi-mediator structural equation models to further illuminate these complex developmental relationships.