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Abstract
Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.
Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.
Methodology: A cross-sectional survey design was employed with 107 undergraduate students (aged 18–22) at UK universities with a formal ADHD diagnosis. Participants completed the Clance Imposter Phenomenon Scale (CIPS), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Perceived Academic Support Questionnaire (PASQ). Data were analyzed using Pearson correlations and hierarchical multiple regression.
Results: Participants reported high levels of IP (M = 70.71). Multiple regression analyses revealed that peer-based support was the primary driver of resilience; specifically, social support from friends and academic support from peers were the only unique significant predictors of lower IP scores. Gender emerged as a robust predictor, with female participants displaying a stronger negative association between academic support and imposter feelings. Paradoxically, while specific peer subscales were protective, total social support showed a positive association with IP in a comprehensive model, suggesting complex help-seeking behaviors among those with high self-doubt.
Conclusion: The findings highlight that peer-to-peer networks are more influential than institutional or familial support in mitigating imposter feelings for students with ADHD. Universities should prioritize structured peer mentorship and neurodiversity-aware faculty training to foster authentic belonging and counteract the cognitive distortions associated with the Imposter Phenomenon in neurodivergent populations.
Recommended Citation
Morley, Eden Dr
(2026)
"The Role of Perceived Academic and Peer Support in Mitigating Imposter Syndrome Among ADHD Students,"
Journal of Science Education for Students with Disabilities: Vol. 29
:
Iss.
1, pp. 1-12, Article 5.
Available at:
https://repository.rit.edu/jsesd/vol29/iss1/5
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