Many students pursuing post-secondary education will experience the imposter phenomenon at some point in their academic career. The imposter phenomenon can lead to anxiety, self-doubt, and self-handicapping strategies that can impair academic success for students. Self-presentation strategies can be adaptive in the competitive and evaluative environment that is education in the U.S., but not all students use these strategies in the same way. To understand the differences, this study looked at how attachment style relates to the imposter phenomenon from an interpersonal perspective. Due to the evaluative and social nature of education, we also looked at how social comparison changes how students portray themselves to others or how they view themselves. We studied 946 university students and found an indirect effect from the imposter phenomenon and self-handicapping via avoidant attachment. Further, social comparison moderated the indirect relation between avoidant attachment and self-handicapping. Specifically, the indirect effect from avoidant attachment and self-handicapping was weaker with higher levels of social comparison. Results highlight the importance of tailoring counseling and career development interventions to the student and emphasize how educators can address social comparison in the classroom.

中文翻译：

---

依恋风格与自我障碍：冒名顶替者现象的中介作用

许多接受专上教育的学生会在学术生涯中的某个时候遇到冒名顶替的现象。冒名顶替者现象可能导致焦虑，自我怀疑和自我妨碍策略，从而损害学生的学业成就。自我陈述策略可以适应美国教育的竞争性和评估环境，但并非所有学生都以相同的方式使用这些策略。为了理解差异，本研究从人际关系的角度研究了依恋风格与冒名顶替者现象之间的关系。由于教育具有评估性和社会性，我们还研究了社会比较如何改变学生对他人的看法或看法。我们研究了946名大学生，发现冒名顶替现象和通过自我避免造成的间接影响是通过避免依恋产生的。此外，社会比较缓解了回避者依恋和自我障碍之间的间接关系。具体而言，随着社会比较水平的提高，回避依恋和自我残障的间接影响会减弱。结果突出了为学生量身定制咨询和职业发展干预措施的重要性，并强调了教育工作者如何在课堂上解决社会比较问题。