Systematic review on the influence of Impostor Syndrome on academic and professional development

Imposter Syndrome (IS), understood as the tendency to doubt one's own abilities and attribute success to external factors, constitutes an increasingly recognized phenomenon in university educational contexts. This psychological phenomenon affects individuals who, despite their academic or professional achievements, do not feel they deserve the recognition they receive and fear being exposed as a "fraud." Those affected often attribute their accomplishments to external factors, such as the collaboration of others, excessive effort, or simply luck, thereby minimizing their personal competence (Levy, 2022). In the field of teacher training, this syndrome can significantly impact the development of academic self-concept, commitment to studies, and the construction of professional teaching identity—essential elements in the configuration of a solid vocation and the effective practice of teaching. Academic literature highlights that IS is particularly visible in the academic environment; in fact, most studies on imposter syndrome have been conducted in the context of higher education, where it was originally defined in relation to "high achievers" (Kanatova, 2023). Its high prevalence among the university population is justified because the environment is perceived as unstable, characterized by constant evaluation, strong competitiveness, and high pressure for performance (Hutchins, 2015, as cited in Nori and Vanttaja). Currently, there is growing interest in understanding the personal and academic factors that influence students' formative trajectories; however, research that integrally addresses imposter syndrome and its relationship with psychological and professional variables among students remains scarce.