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A disponibilidade emocional, as práticas parentais e a síndrome do impostor: o papel mediador da autoestima e da regulação emocional em estudantes do ensino superior
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Abstract(s)
Investigação prévia evidencia que a Síndrome de Impostor tem um efeito negativo na vida académica e profissional dos indivíduos. A presente investigação pretende contribuir para uma melhor compreensão acerca da forma como a autoestima e a regulação emocional podem mediar o impacto da disponibilidade emocional parental e das práticas educativas parentais na Síndrome do Impostor. Participaram neste estudo 310 alunos do ensino superior, com idades compreendidas entre os 18 e os 65 anos. A recolha de dados realizou-se através de um questionário online composto por: (a) um questionário sociodemográfico; (b) a Escala Clance do Fenómeno do Impostor; (c) a Escala de Dificuldades de Regulação Emocional; (d) a Lum Emotional Availability of Parents; (e) a Escala de Autoestima de Rosenberg; (f) a Memórias de Infância – EMBU, e (g) a Escala de Produtividade. Os resultados sugerem que: (1) a disponibilidade emocional parental é preditora da síndrome do impostor; (2) as práticas educativas parentais são preditoras da síndrome do impostor; (3) a autoestima e a regulação emocional são mediadoras da relação da disponibilidade emocional parental percecionada com a sintomatologia subjacente à síndrome do impostor; (4) a autoestima e a regulação emocional são mediadoras da relação entre as práticas educativas parentais percecionadas e a sintomatologia subjacente à síndrome do impostor, e que (5) a sintomatologia subjacente à síndrome do impostor encontra-se negativamente associada à produtividade académica percecionada.
Previous research shows that Impostor Syndrome has a negative effect on the academic and professional lives of individuals. The present research hopes to achieve a better understanding of how self-esteem and emotional regulation can mediate the impact of emotional availability of parents and parental practices on Impostor Syndrome. 310 higher education students, aged between 18 and 65, participated in this study. Data collection was carried out through an online questionnaire consisting of: a) a sociodemographic questionnaire; b) the Clance Impostor Phenomenon Scale; c) the Difficulties in Emotion Regulation Scale; d) the Lum Emotional Availability of Parents; e) the Rosenberg Self-Esteem Scale; f) Memories of Childhood – EMBU; and g) the Productivity Scale. The results suggest that: 1) parental emotional availability is a predictor of impostor syndrome; 2) parental practices are predictors of impostor syndrome; 3) self-esteem and emotional regulation mediate the relationship between perceived parental emotional availability and the symptoms underlying impostor syndrome; 4) self-esteem and emotional regulation mediate the relationship between perceived parental practices and the symptoms underlying impostor syndrome; 5) the symptoms underlying impostor syndrome are negatively associated with perceived academic productivity.
Previous research shows that Impostor Syndrome has a negative effect on the academic and professional lives of individuals. The present research hopes to achieve a better understanding of how self-esteem and emotional regulation can mediate the impact of emotional availability of parents and parental practices on Impostor Syndrome. 310 higher education students, aged between 18 and 65, participated in this study. Data collection was carried out through an online questionnaire consisting of: a) a sociodemographic questionnaire; b) the Clance Impostor Phenomenon Scale; c) the Difficulties in Emotion Regulation Scale; d) the Lum Emotional Availability of Parents; e) the Rosenberg Self-Esteem Scale; f) Memories of Childhood – EMBU; and g) the Productivity Scale. The results suggest that: 1) parental emotional availability is a predictor of impostor syndrome; 2) parental practices are predictors of impostor syndrome; 3) self-esteem and emotional regulation mediate the relationship between perceived parental emotional availability and the symptoms underlying impostor syndrome; 4) self-esteem and emotional regulation mediate the relationship between perceived parental practices and the symptoms underlying impostor syndrome; 5) the symptoms underlying impostor syndrome are negatively associated with perceived academic productivity.
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Keywords
Autoestima Disponibilidade emocional parental Práticas parentais Regulação emocional Síndrome do impostor