Impostor Syndrome as Correlates of Academic Performance among Early Childhood and Primary Education Undergraduates in Kwara State

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dc.contributor.authorUsman Saadu Tunde, Hafees Tosin SULYMAN, Akeem Opeyemi RAHEEM
dc.date.accessioned2025-09-19T15:37:37Z
dc.date.available2025-09-19T15:37:37Z
dc.date.issued2025
dc.description.abstractThis study explored the relationship between impostor syndrome and academic performance among Early Childhood and Primary Education undergraduates in Kwara State. A correlational descriptive research design was adopted. The population comprised all undergraduates in the Early Childhood and Primary Education program, with 136 first-year studentsfrom the University of Ilorin and Kwara State University serving as the sample. Census sampling was employed to ensure representativeness. Data collection utilized a structured, validated questionnaire titled "Impostor Syndrome as Correlate of Academic Performance Among Early Childhood Undergraduates (ISACAPAECU)" and a proforma to record cumulative grade point averages (CGPA). The instrument’s content validity was ensured through expert review, while internal consistency reliability yielded a Cronbach Alpha coefficient of 0.83. Data analysis was conducted using descriptive statistics, Pearson Product-Moment Correlation, and independent t-tests.Results revealed that 50.7% of respondents exhibited intense impostor syndrome characteristics, while 46.3% demonstrated moderate academic performance (CGPA: 2.40–3.49). A low positive correlation (r = 0.18, p = 0.03) was observed between impostor syndrome and academic performance, indicating statistical significance. Furthermore, no significant difference in impostor syndrome based on gender was identified (t = 0.69, p > 0.05).The study concluded that intense impostor syndrome significantly impacts academic outcomes among undergraduates. Recommendations include institutional development of tools to assess impostor syndrome, implementation of targeted awareness campaigns, and provision of mentoring programs to address self-doubt and build resilience. These measures are vital for enhancing students’ mental well-being and academic success.
dc.identifier.issn2354-3930
dc.identifier.urihttps://kwasuspace.kwasu.edu.ng/handle/123456789/5907
dc.language.isoen_US
dc.publisherDepartment of Early Childhood and Primary Education
dc.titleImpostor Syndrome as Correlates of Academic Performance among Early Childhood and Primary Education Undergraduates in Kwara State
dc.typeArticle
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